iBX
8657.32
.D45A.'
1898 ^
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Sanda
Brigham Young
University Library
George H. Brimhall
Collection on Theology
From
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LATTER-DSY SAINTS'
Sunday School Treatise,
SECOND EDITION,
PUBLISHED BY
The Deseret Sunday School Union.
408-9 TEMPLETON BUILDING,
SALT LAKE CITY.
1898.
GEO. Q. CANNON & SONS CO., PRINTERS,
SALT LAKE CITY, UTAH.
PREFACE.
In reviewing the development of the Sunday
School cause among the Latter day Saints from
its small and sporadic beginning to its present
status, in regard to statistics as well as to
efficiency, we cannot but recognize the guiding
hand of our Heavenly Father, to whom the
gratitude of our hearts should be given, mani-
festing itself by continued and ever increasing
devotion.
Appreciating also the earnest efforts of our
Sunday School workers to advance the Sunday
Schools step by step, as inspiration and experi-
ence have directed, we anticipate with unfalter-
ing faith a still more glorious future for this
great work.
In response to the inquiries, suggestions and
solicitations from many parts of the Lord's vine-
yard, we have endeavored to consolidate in this
Treatise the leading instructions scattered
throughout our various publications.
Contents as well as form and arrangement
in this Treatise are the result of much deliber-
IV, PREFACE.
ative and earnest work. We are indebted in
these respects to the advice and co operation of
as many of our faithful fellow-laborers as we
could conveniently reach.
Realizing our own inefficiency, we have relied
upon the guidance of the Holy Spirit on enter-
ing upon so important an undertaking, and
trust we shall have the support of every Sunday
School worker in our endeavor to introduce
and carry into effect the leading features sug-
gested in this work. It is recommended that at
least one copy of this Treatise be on hand, for
reference, in every Sunday School of the
Church.
With the prayer for the blessings of the Lord
to rest on all the labors in behalf of the youth of
Zion, we remain,
Your Brethren in the Gospel,
The General Superintendency
AND Board of the
Deseret Sunday School Union.
CONTENTS.
Page.
Preface , 3
Rules for the Guidance of Sunday Schools, 9
Outline Plan of Sunday School Work:
General Statement 13
Remarks and Suggestions, ^ 15
Grading , 19
Suggestive Program for Teachers' Meetings, 21
Primary DepErtment:
Remarks and Suggestions, 22
Course of Study, 23
Topical References for Course of Study, 25
Model Lesson , Primary Grade , 30
First Intermediate Department:
Remarks and Suggestions, 36
Course of Study, 37
Topical References for Course of Study, 39
Model Lesson, First Intermediate Grade, 45
Second Intermediate Department:
Remarks and Suggestions, 52
Course of Study, 54
Topical References for Course of Study, 57
Model Lesson, Second Intermediate Grade, 66
Higher Department:
Remarks and Suggestions, 78
Course of Study, Chronological Division, 79
First Division 79
Second Division, 84
Third Division, 87
Topical References for Course of Study , 89
Model Lesson, Theological Department, 97
VI. CONTENTS.
Page.
Kindergarten Work in Sunday Schools, lOO
Questions for Sunday vSchool Superintendents, 104
Methods for Teaching in the Sunday School, 106
The Recitation, i-o8
Catechization, no
Rules for Catechization , . . . , in
Story Telling, 112
How to Use the Chart, 114
The Leaflets, 116
Text Books, 117
Authenticity of the Bible 119
Higher Grade Work, 119
How to Prepare a Sunday School Lesson, 121
Mission vSunday Schools 125
RULES
FOR THE
GUIDANCE OFTHESUNDAY SCHOOLS
OF THE
Church of Jesus Christ of Latter-day Saints.
1. Every school should be as fully organized
as possible. A complete organization consists
of a Superintendent, First and Second Assistant
Superintendents, Secretary, Assistant Secre-
tary, Choir Leader, Librarian, Assistant Librar-
ian, Treasurer, and sufficient teachers. Where
the school is very small one person may ad-
vantageously fill more than one office.
2. The Superintendent and his Assistants
should see that all rules adopted for the school
are strictly observed by the whole school, not
forgetting themselves to set a good example.
3. The Secretary should keep a Teachers'
Roll ; and each school session take minutes, and
the following Sunday read them in a clear,
audible voice, for the acceptance of the school
by vote, which should be done by raising the
right hand. These minutes should be recorded
in a suitable book, called the "Sunday School
Record of Ward." He should also be pre-
lO SUNDAY SCHOOL TREATISE.
pared, when required, to promptly make out a
correct statistical report, which, after being ex-
amined and approved by the Superintendent
should be sent to the stake or mission superin-
tendent, and a copy kept on file. The Secretary
and his or her assistant should be good pen-
men, if possible, and take pleasure in keeping
the record and reports neat, clean and ready
for reference.
4. The Librarian should have charge of all
the books, cards, etc., preserve them in as good
order as possible, keep a correct register of all
books loaned and when returned, and distribute
such books as are needed by the respective de-
partments.
5. The Treasurer should keep a careful ac
count of all funds received and expended for
the school, and only disburse the same as in-
structed by the Superintendent.
6. Assistant officers should qualify them-
selves, and be ready to properly attend to the
duties of their office whenever needed.
7. The name and attendance of every pupil
should be recorded in a department register.
8. Officers, teachers and pupils should be
punctual and regular in their attendance.
9. The school should be graded as far as
practicable, and every pupil placed under a
SUNDAY SCHOOL TREATISE. I I
suitable teacher, and not allowed to change
from one class to another without permission,
lo. The school should be punctually opened
with singing and prayer.
'II. All male members of the school should
strictly observe due respect on entering the
sehool house by uncovering the head; and on
leaving should keep the head uncovered until
they reach the door.
- 12. No loud talking or playing, or running
in and out should be allowed during school hours.
13. Children should be encouraged to learn
portions of the Scriptures, "Articles of Faith,"
Catechism, etc,
-14. All exercises should be conducted with
as little noise as possible, by teachers and
scholars reading and answering questions so as
not to be heard by the other classes.
15. The smaller children, where suitable
teachers can be obtained, should be taught
orally, and, if possible, in a separate room.
16. The sacrament of the Lord's Supper
should be administered every Sunday, according
to the special counsel of the First Presidency.
- 17. Those who address the school should
use simple, easy language, and be brief, inter-
esting and impressive, and always speak loud
enough for every child to hear what is said.
12 SUNDAY SCHOOL TREATISE.
1 8. The entire school should be encouraged
to join with the choir in the singing. Teachers
should encourage by every legitimate means
the use of the Children's Sunday School Hymn
Book.
-.19. Children should not be allowed to leave
their places until after the benediction. They
should always leave the school in sections, and,
where practicable, to the music of an organ.
20. Reviews should be held in every depart*
ment, except perhaps the theological, every
Sunday for a few minutes on the previous les
son ; every three months on the work of the
term; and at the end of every summer and
winter season to determine, among other things,
the transfer of pupils to other departments.
21. Every department should work to a plan
laid out by the Superintendency, in connection
with the respective teachers, for either three
months, six months, or the whole year.
22. Addresses by anyone in Sunday School
should not, as a rule, exceed fifteen minutes.
OUTLINE PLAN
OF
SUNDAY SCHOOL WORK.
GENERAL STATEMENT.
The course of study for Sunday Schools as
here marked out is a two fold one. First, and
most important that of religious training for the
young. Second, theological instruction. The
great aim of Sunday School work is to insure
right action; and to plant within the hearts of
the pupils a faith in and living testimony of the
divinity of the latter-day work, as revealed
through the Prophet Joseph Smith, and a desire
to obey its doctrines and ordinances. In short,
to make Latter-day Saints of them.
The arrangement of subjects provides for the
presentation and inculcation of religious and
moral principles. The treatment of stories,
even if the subjects are taken from the Bible,
Book of Mormon, Pearl of Great Price, or the
life of prominent men or women of the Church,
must have the inculcating of some religious
14 SUNDAY SCHOOL TREATISE.
truth in view, as otherwise the story will be with-
out its chief value.
We therefore urge the importance of the use
of appropriate stories, songs, object lessons and
gem thoughts, as a means of teaching religious
principles so that they may become motives of
action. The standard Church works have been
carefully examined, and the references thereto in
this Treatise so graded and classified as to aid
greatly in teaching the principles of the Gospel.
No text book should be used that is not ap-
proved by the Sunday School Union Board.
The aim of the Sunday School teacher should
be directed mainly to the implanting of religious
truths by precept and example, rather than
merely teaching theological facts, for the knowl-
edge of facts alone will not make a child re-
ligious. A plan of home reading is likewise
suggested, which should be worked out in detail
by each teacher so as to harmonize with the
regular class work.
Realizing that a plan of study can accomplish
the greatest good only when it is worked out in
detail by those who are to do the teaching, a
general outline of the work to be followed is
here presented, with abundance of material
properly arranged and classified, leaving to the
good judgment of the teacher, under the super-
SUNDAY SCHOOL TREATISE. 1 5
vision and direction of the Superintendent, the
detailed planning of the work.
The plan is broad enough to embrace the
condition of any Sunday School of the Latter-
day Saints, and we urge that it be as closely
adhered to as circumstances will allow, thus
making our schools, to a degree at least, uni-
form.
To complete the entire course as laid out in
all grades, keeping in view the securing of right
action through the education of motive, will re-
quire a comprehensive knowledge of the Gos-
pel; and if properly taught should result in the
true religious education of the young.
GENERAL REMARKS AND SUGGESTIONS.
REMARKS.
Teaching is directing the self-activities of the
learner, and is fruitless unless there be awak-
ened a sympathy between the teacher and the
pupil. Evoke the will of the child, that is, lead
the child to do willingly what is right. Fear of
punishment or hope of material reward rarely
stimulates spiritual growth, generally its effects
are the reverse. A healthy spiritual growth
l6 SUNDAY SCHOOL TREATISE.
affords the highest pleasure, and is the noblest
incentive to right action.
SUGGESTIONS.
1. Cultivate an intense love for your work.
2. Give careful thought and prayerful study
to each lesson before presenting it to your class.
3. Manifest a deep interest in the welfare of
your pupils at all times, making yourself their
spiritual guardian.
4. Always govern your pupils through a
spirit of love. Be diligent by precept and ex-
ample in cultivating regularity, punctuality and
order.
5. Make your exercises interesting, by fre-
quent illustrations.
6. In all your teachings keep in view the end
— spiritual growth and moral activity.
7. Cultivate in your own nature the virtues
you wish to inculcate in your pupils.
8. All instruction in the Sunday Schools of
the Saints should have for its aim and object the
development in the hearts of the students of a
love for God and their fellow-men, and faith in
the Gospel of Jesus Christ and the great work
of the latter days.
9. Have pupils report the good acts they
see others perform.
SUNDAY SCHOOL TREATISE. I 7
lo. Proper incentives: a. Duty to God, to
parents, to others and to self. h. The desire to
secure temporal and spiritual salvation, c. The
desire of enjoying the approbation of God, good
men and your own conscience.
Compulsory methods should be discarded,
while those of emulation should be used with
the greatest care.
The Sabbath morning exercises should be
conducted in the following order: The officers
and teachers should be present at 9:45 a. m.,
and welcome with a kind word the students and
visitors as they enter; and each pupil should be
assigned to his or her proper place. The school
should commence promptly at 10 a. m., and
after the roll of officers and teachers is called, a
song should be rendered by the entire school,
an appropriate prayer offered, and again the
school should unite in singing. The reading of
the previous Sunday's minutes should follow.
They should show the number of male and
female pupils, and the subject taught in each
department. In this way the progress of the
school may be noted. The Secretary should
read the minutes from the stand in a clear, dis-
tinct and sufficiently loud voice to be heard by
all present.
Then should follow the administration of that
I 8 SUNDAY SCHOOL TREATISE.
sacred ordinance, the sacrament of the Lord's
Supper, during which the most profound silence
should be maintained. If preferred, a few re-
marks may be made to the children on the
nature of this ordinance, and why they partake
of it; appropriate hymns may be sung by
the school choir, or sacred music rendered by
the organist.
The pupils should then march in order to
suitable music on the organ, to their respective
places of study.* Here the studies pursued
should be in accordance with the instructions of
the Union Board. When the class work is
finished, which should be about 11:30 a. m.,
(except on the days on which teacher's meetings
are held, when the exercises should close a
little earlier), the school should re-assemble.
* Organists when playing for marching, should give prefer,
ence to suitable tunes from the Deseret Sunday School Song
Book, as the pupils are familiar with them andean consequently
keep better time in marching. We suggest as examples the
following:
"Come Along," page 124.
"Gather Round the Standard Bearer," page 145.
"Marching Home," page 128.
"Weary Not," page 136.
"Waiting for the Reapers," page 30.
"The Lord is My Light," page 121.
"Try It Again," page 78.
"The Primary March," page 166.
"Hope of Israel," page 34.
"Today," page 154.
"Marching Homeward," page 35.
"In Our Lovely Deseret."
SUNDAY SCHOOL TREATISE. 1 9
practice singing for ten minutes and all partake
of the spirit infused by the closing exercises.
The children, when outside of the building,
should not give way to boisterous and irrever-
ent conduct, but regarding the ground as sacred,
leave the premises in an orderly manner.
GRADING.
The grading of a Sunday School is the pro-
cess of assigning each pupil to the department
best suited to his or her capacity, and of ar-
ranging the departments in such a way as to
enable the pupils to progress by a logical suc-
cession of studies. It is an essential feature,
and, in its arrangement, requires a thorough
knowledge of Sunday School work, — its spirit,
aims and methods. The superintendency of
the school, with the concurrence of the teach-
ers, should direct this labor, which should al-
ways be carried out in conformity with the in-
structions of the Deseret Sunday School Union
Board
Owing to the varied conditions and the di-
versified facilities of the respective wards, the
question of how to accomplish this grading
can only be answered in a general way; and
20 SUNDAY SCHOOL TREATISE.
the good judgment of the superintendency
and teachers must be used so that it will re-
sult most beneficially to the scholars. How-
ever, speaking in a general way, where there
are a sufficient number of pupils, and proper
facilities, each school should be graded into
four departments.
It may be well here to state that a separate
room for each department is very desirable,
but where there is but one room it has been
found advantageous to divide it by curtains
suspended on wires or rods stretched across
the room; but it is well, where possible, to
have the primary department by itself; and
then divide the one room between the three
other departments.
The primary grade may, as a general rule,
include the smaller children under, say, 8
years of age; the first intermediate from 8
to 12 years; the second intermediate from 12
to 16 years of age; and the higher depart-
ment all those not embraced in the other de-
partments. But the natural ability and the
advancement of the pupils should always be
considered when grading a school. Each de-
partment should be conducted as a whole, and
should have one head teacher with two or more
assistants. Each teacher should have some
SUNDAY SCHOOL TREATISE. 21
Special line of work to present, and everything
.presented should harmonize with the general
plan.
SUGGESTIVE PROGRAM FOR
TEACHERS' MEETINGS.
1. Short opening prayer.
2. Officers' and teachers' roll-call.
3. Minutes of previous meeting.
4. Reports from each department of sta-
tistics, studies and students.
5. Reports of committees.
6. Questions and answers by teachers.
7. Instructions by the superintendency.
8. Benediction.
PRIMARY DEPARTMENT,
REMARKS.
As the main object of the Primary teacher
is to implant religion and moral virtues, there
should always be a practical application of
religious truth through all the course.
All instructions are best given to a child on
the principle of object lessons. There should
be a thread of appropriate historical, biograph-
ical and geographical facts running through
the entile course.
SUGGESTIONS.
1. Follow the growth of the mind of the
little ones, adapting your instructions step by
step to their mental capacities.
2. Teaching should be mainly oral.
3. Have variety — don't tire the children.
4. Let occasion frequently suggest the topic.
5. Let your manner be cheerful and polite.
Correct, but never scold.
6. When an important principle is to be
presented, prepare the mind of the child by
awakening its feelings through illustrations,
testimonies, songs, etc.
SUNDAY SCHOOL TREATISE. 23
7. Have system in all your work, and have
the lessons so arranged that there will be a
logical connection between each one of them.
8. Let singing (in concert) enliven the
other exercises.
9. Review. (See page 8.)
10. Impress the children by your example
with the principle of following the instructions
and counsels of their file leaders.
COURSE OF STUDY.
1. Short talks about family and ward or-
ganizations leading up to the organization of
the Church, and the experience of parents and
those with whom the children are acquainted,
in connection with the rise and history of the
Church.
2. Also incidents connected with the early
history of the Church, mcluding the boyhood
of Joseph Smith, his first prayer and its an-
swer, his humility and integrity, as well as the
lives of the other leaders; the settlement of
Utah, and the trials and hardships endured by
its founders should be reviewed. No better
material can be found for teaching the virtues
than the lives and experiences of the founders
and pioneers of the Church of Christ.
24 SUNDAY SCHOOL TREATISE.
3. Occasional brief talks about our own
country, its cities, and its people, as bearing on
the history of the Latter-day Saints, for the
purpose of implanting a love for country and
especially a love for our mountain home where
God has led us.
4. Talks about the Lamanites, their origin,
habits and customs, followed by easy stories
from the Book of Mormon.
5. The life of our Savior, particularly in
cidents in His childhood and ministry; His love
for little children, and how He taught all the
virtues by example. His visit to this conti-
nent. Also incidents in the lives of His
apostles and disciples of all dispensations.
6. Elementary Bible stories of such sub-
jects as the Creation, Adam and Eve, the Gar
den of Eden, Noah and the Flood, incidents in
the lives of the Patriarchs, the bondage and de-
liverance of the Hebrews, the story of Joseph,
David, Daniel, the three Hebrew children, etc.
7. Easy lessons on the first principles and
ordinances of the gospel, such as faith in God,
the priesthood and the gospel; repentance,
baptism and the laying on of hands ; the sac-
rament of the Lord's Supper, the Word of
Wisdom, fasting, prayer, temples, etc.
8. Manners and morals on the foundation of
SUNDAY SCHOOL TREATISE. 25
the word of God should also form an important
part of the work in this department.
All th^ above should be logically interwoven
with judicious selections from such subjects as
given below, and taught by the use of interest-
ing stories, songs, gem thoughts, and object
lessons. Do not get beyond the capacity of
the class.
REFERENCES FOR COURSE OF STUDY.
The references given under the heads of the
various departmen s are not to be used in suc-
cession, but promiscuously as needed. When
a needed reference is not found under the head
of your department, look it up in another or
suggest one yourself.
COURAGE.
Story of Daniel being cast into the lion's
den. Daniel 6 ch.
Lehi's obedience in warning Jesusalem. I
Nephi i: 18-20.
FORGIVENESS.
Story of Joseph sold into Egypt. Gen. 2il
and 43 ch.
Christ's words upon the cross. Luke 23 : 34.
The Lord's Prayer. Matt. 6: 12.
26 SUNDAY SCHOOL TREATISE.
Nephi's forgiveness of his brethren. I
Nephi 7: 19-21.
FAITH.
Lehi's f;iith in the Lord's word with refer-
ence to Jerusalem. I Mephi 1:16-20.
Nephi's faith prevents his brothers from tak-
ing his Hfe. I Nephi 7: 8-19.
Lehi and his people preserved from destruc-
tion on the sea. I Nephi 18: 14-22.
Alma and Amuiek delivered from prison in
the city of Ammonihah. Alma 14: 24 to end
of ch;
Ammon's life preserved. Alma 17: 25 to
end of ch.
Korihor, the anti-Christ, struck dumb. Alma
30:45 to end of ch.
Thefour thousand miraculously fed. Mark 8:
J 9-
The water turned into wine. John 2: i-ii.
Christ heals the sick of the palsy. Mark 2*
1-12.
FAITHFULNESS.
Nephi's faithfulness in preparing for the
voyage, and while upon the ocean. I Nephi
18:1 15.
Nephi's faithfulness as shown in his untir-
SUNDAY SCHOOL TREATISE. 2']
ing efforts to secure the records of Laban. I
Nephi 3 and 4 ch.
Paul's faithfulness, Rom. ch. i.
GOODNESS OF GOD.
God manifests His power in behalf of His
servants in prison. Helaman 5:20 to end of
chapter.
The Lord preserves Samuel, the Lamanite
Prophet; from injury by his enemies. Hela-
man 16: 1-9.
Signs and manifestations among the Neph-
ites, at the time of Christ's birth. Ill NephL
1:9-21.
Elijah fed by the ravens. I Kings 17:1-68.
Joseph and his family v^arned to depart into
Egypt. Matt. 2:13.
GENEROSITY.
An Indian gives his moccasins to Elder W.
C. Staines. "A String of Pearls," ch. 4.
Captain Baker's Generosity. "Gems for the
Young Folks" — "Help in time of need."
LOVE.
The story of Moses. Exodus 2 ch.
Christ's love for little children. Matt. 19:13-
15. Ill Nephi 17: II to end of ch.
X '^ ' \ >
28 SUNDAY SCHOOL TREATISE.
Christ appears to the Nephites; His love for
the world. Ill Nephi 11:1-17.
OBEDIENCE.
Naaman's leprosy cured through his obed-
ience to Elisha. II Kings, 5 ch,
The lives of Noah and his family saved
through obedience. Gen, 6, 7 and 8 ch,
Abraham's obedience in offering his son as
a sacrifice. Gen. 22 ch.
Xo manna to be gathered on the Sabbath
day. Exodus 16: 27-31.
The story of the Passover. Exodus 12 ch.
Jonah and the tempest at sea. Jonah i and
2 ch.
Christ's return with His parents to Nazareth.
Luke 2: 43-52.
Lehi's obedience in taking his family into the
wilderness. I. Nephi 2: 2-6.
Lehi's company obedient to the directions of
the "ball" in their travels. I Nephi 16: 9-16.
Nephi builds a ship. I Nephi 17: 7-19; 18:
1-4.
Nephi and a small company obey the Lord
in leaving their brethren in the land of their
first inheritance and journeying into the wilder-
ness. II Nephi 5: 1-12.
SUNDAY SCHOOL TREATISE. 29
PENITENCE.
The prodigal son. Luke 15: 11-32.
Zeezrom's humility. Alma 15: 1-12.
REVERENCE.
Wise men worship Jesus. Matt. 2: 1-12.
SELF-CONTROL.
Christ's trial. Matt. 26 and 27 ch.
WISDOM.
Solomon and the two mothers. I Kings 3:
16-28.
MODEL LESSON FOR SUNDAY
SCHOOLS.
PRIMARY GRADE.
First briefly review previous lesson.
Book of Mormon chart exercise: lehi's peo-
ple BUILDING THE SHIP. (I. Nephi, chapter 17.)
OBEDIENCE.
A. INSTRUCTIONS TO THE TEACHER.
1. Let each child point out something it
notices in the picture, and name it, to cultivate
the power of observation. Give explanations
when necessary.
2. When all the main objects in the picture
have been pointed out, named and explained,
summarize them and give them life, as it were,
by telling in brief the story represented by the
picture.
3. Remove the picture and catechise from
the story, so that the mind picture takes the
place of the paper picture.
4. Your catechization ought gradually to
lead to the main point you desire to make, as
in this instance, Obedience.
SUNDAY SCHOOL TREATISE. 3 1
5. Let the children make short statements
of what they have learned from the lesson.
B. CATECHIZATION.
1. Question: What are these people trying
to do?
Answer: These people are building a ship.
2. Q. Who were the people we have seen in
our former pictures?
A. They were Lehi, his sons, and those who
came with him from Jerusalem.
3- Q What was the name of one of the sons
of Lehi, whom God loved the most?
A. The name of the one whom God loved
the most was Nephi.
4. Q. How was Nephi always represented in
the pictures?
A. He was represented with a blue coat on.
5. Q. Who can point out Nephi in this pic-
ture?
(The children point out Nephi.)
6- Q- Why did Lehi and his people want to
build a ship?
A. They wanted to build a ship because the
Lord had commanded it.
7. Q. How did they know that the Lord had
commanded it?
A. Because Nephi told them so.
32 SUNDAY SCHOOL TREATISE.
8. Q. How did Xephi know it?
A. Because the Lord had revealed it to him.
9. Q. What do we call a man to whom God
reveals or makes known His commandments ?
A. A man to whom God reveals His com-
mandments we call a prophet.
10. Q. What, then, was Nephi?
A. Nephi was a prophet.
11. Q. What other prophet have you heard ot?
A. We have heard of the Prophet Joseph
Smith.
12. Q. What is the name of the prophet now
living?
A. The name of the prophet now living is
13. Q. In whose name does a prophet speak
when he speaks by inspiration?
A. When a prophet speaks by inspiration he
speaks in the name of the Lord.
14. Q. What do we say of any one who does
as a prophet tells him?
A. Any one who does as a prophet tells him
is called obedient.
15. Q. To whom is a person obedient that
obeys the words of a prophet ?
A. Any one that obeys the words of a
prophet is obedient to God.
SUNDAY SCHOOL TREATISE. 33
16. Q. What is any one called that is not
obedient.
A. Any one that is not obedient is called
disobedient.
17. Q. How did Nephi act when he was told
the will of God?
A, Nephi was always obedient.
18. Q. How did the brothers of Nephi some-
times act when they were told the will of God?
A. The brothers of Nephi were sometimes
disobedient.
19. O. What did God do when they were
disobedient?
A. God punished them when they were dis-
obedient ?
20. Q. What other man have you heard of
who once built a ship because God told him to?
A. I have heard ot Noah, who once built a
ship because God told him to do so.
(Here the teacher tells the story of the build-
ing of the ship by Lehi's people. After remov-
ing the picture, reviews the story by questions,
working to the point, already prepared by the
introductory questions, viz., Obedience.)
21. Q. Who else besides a prophet has a
right to tell you what you should do?
A. Our parents have a right to tell us what
we should do.
34 SUNDAY SCHOOL TREATISE.
2 2. Q. What other persons should you also
obey?
A. We should Also obey our teachers.
23. Q. What will God do with children that
are obedient to their parents and teachers?
A. God will bless the children who obey
their parents and teachers.
24. Q. What have we learned in this lesson?
A. We have learned that we should be obe-
dient to God, our parents and teachers.
25. Q. What will happen, if you are not obed-
ient?
A. If we are not obedient we shall displease
our Heavenly Father.
26. Q. What will God do with those who
are obedient?
A. God will bless those who are obedient.
When the lesson is completed the teacher
should announce to the pupils the subject of
the next lesson.
CONCLUSION.
These questions and answers are leading
points only. They may occasionally require
preparatory questions between, inasmuch as
the main question may not be fully understood,
or a wrong answer may be ^iven.
If possible no answer should be rejected^ but
SUNDAY SCHOOL TREATISE. 35
be made use of for the next question, that it
may lead the child to the right answer. In such
cases, however, avoid quibbling or useless play-
ing with words, but rather give the correct an-
swer yourself if not obtainable from the class.
It is by no means necessary that a lesson like
the present one be gone through with in one
recitation. In some cases it may require two
or even three recitations to get the subject fully
ingrafted on the minds of the pupils.
Every chart presents an opportunity for a
variety of similar catechizations.
FIRST INTERMEDIATE
DEPARTMENT,
REMARKS.
Continue all the work of the Primary grade,
adjusting it to the increased mental capacities
of the pupils. The history, biography and
geography commenced in the Primary depart-
ment should be continued in this grade.
The subjects and references following these
remarks should be judiciously selected and
taught by means of stories, songs and illustra-
tions. In connection with the regular Sunday
School work, a course of home reading may be
laid out for the pupils. Brief talks on suitable
subjects should be assigned to the pupils.
Short passages and quotations should be com-
mitted to memory by the whole department.
In this department, also, a frequent use of gem
thoughts should be introduced.
SUGGESTIONS-
1. Review the work of the primary depart-
ment, then build logically upon it.
2. Let your teaching be partly oral, and, if
SUNDAY SCHOOL TREATISE. 37
in a separate room^ interspersed with singing,
questions, recitations, etc., in which all the
pupils should be encouraged to take a part.
3. Especially in this department should
teachers avoid ''cramming" the pupils with
mere facts. Rather cultivate a high standard
of moral and religious feeling.
4. Lead the children to perform willingly
acts of devotion, politeness, veneration, mercy,
kindness, etc.
5. Always present correct models of right
conduct, never detailinof immoral acts.
6. Encourage children to occasionally make
brief reports of what they have read at home.
7. Lead children to bear testimony of their
faith and experience.
8. Strive always to leave a desire in the
minds of the children at the close of your class
work to be present at the next exercise.
9. Impress upon the children, by your own
example, the principle of following the counsel
and instruction of our file leaders.
COURSE OF STUDY.
I. The life and mission of the Savior. First
take imaginary journeys to the Holy Land for
the purpose of teaching relative locality; give
something of the g^eneral appearance of the
38 SUNDAY SCHOOL TREATISE.
country, its products, animals, people, cities,
etc. Brief talks about the Jews, and the laws
and government of the Romans. Use map or
blackboard for locating places and indicating
travels. Show the harmony between the prin-
ciples and doctrines taught by the Savior and
His Apostles and those of to-day. Incidents
in the lives and works of the Apostles, ancient
and modern.
2. The condition of the world after the days
of the Apostles, showing the loss of the gospel.
3. The opening of this dispensation by the
Prophet Joseph Smith. The life of the Prophet
and other leaders, in connection with the early
rise of the Church and the settlement and
growth of these valleys.
4. Bible and Book of Mormon stories simi-
lar to those presented in the primary depart-
ment, but in greater detail, and some attention
may be given to chronological order.
5. A series of interesting and brief stories
from the Book of Mormon taking up the most
important characters and events. The object
should be to awaken an interest in this divine
record.
6. First principles and ordinances of the
gospel; fasting, prayer, the laying on of hands,
the sacrament of the Lord's Supper, the
SUNDAY SCHOOL TREATISE. 39
Aaronic Priesthood, its offices and functions.
7, Missionary experience given in the form
of stories will be found of great interest in this
grade,
8. Enlarge upon the course of manners and
morals as taught in the Primary department,
showing the duty we owe to each other, to our
parents and superiors, to the priesthood and to
God.
This course is an elaboration of the Primary
department, but, in detailing this work, the
class should be carefully studied in order to
keep within its capacity.
REFERENCES FOR COURSE OF STUDY.
COURAGE.
Courage of Alma, the High Priest. Mosiah
23: 25-29.
Courage of the people of Limhi. Mosiah
20: 9-1 1.
Courage of Mormon. Mormon 2 ch.
Jeremiah's courage before Zedekiah. Jer.
34: 1-7.
DEVOTION.
The woman who anointed Jesus' feet. Luke
7: 3650.
40 SUNDAY SCHOOL TREATISE.
FORGIVENESS.
David forgives Saul though Saul sought his
life. I Samuel 24 ch.
Doctrine and Covenants, Sec. 64: 9; 98: 23-
26, 39-48.
Nephi forgives his brethren. I Nephi 7:15-22.
FAIIH.
The woman of Canaan. Matt. 15:21-28.
Nephi's great faith in the God of his fathers.
I Nephi 4: 1-5.
Through faith in God Nephi is enabled to
build a ship to cross the ocean. I Nephi 17:
7-55; 18: 1-4.
God's judgment on Sherem, the anti Christ
for seeking to destroy the faith of the Neph-
ites. Jacob 7 ch.
The prophet Abinadi's life is threatend, but
is spared through faith. Mosiah 13: i-io.
First conversion among the Lamanites.
Alma 19 ch.
Many more of the Lamanites believe the
Gospel. Alma 21: 16-23.
Jared and a few others are preserved from
the curse of God at the Tower of Babel. The
wonderful faith of the brother of Jared. Ether
i: ^^ to end of ch.
The faith of the two thousand young men
SUNDAY SCHOOL TREATISE. 4 1
known as the sons of Helaman. Alma 56 and
57 chs,
Lazarus raised from the dead. John ch. 11.
Christ's Miracles. Matt. ch. 8.
FAITHFULNESS.
Faithfulness of Jared and his people. Ether
6 ch.
Faithfulness of Abraham's servant. Gen.
24 ch.
HUMILITY,
Dispute of the disciples. Matt, 18: 1-6.
Trials of Jesus. Matt. 27 ch.
Humility and penitence of the sons of Mosiah.
Alma 17: 2-17.
Doctrine and Covenants, Sec. 3: 4; 5: 4, 24;
12: 8; 29: 1-2; 61: 2>7'> loi: 42.
Preaching tor a supper. Faith Promoting
Series. Leaves from my Journal, ch. 6.
HONESTY.
Indians and the melons. Faith Promoting
Series. Jacob Hamblin, ch. 5.
INDUSTRY.
Idleness condemned. Doctrine and Coven-
ants, Sec. 68: 30 3 ( ; 75: 29.
Dressing buffalo robes. Faith Promoting
Series. A String of Pearls, ch. 6.
42 SUNDAY SCHOOL TREATISE.
JUSTICE.
Doctrine and Covenants, Sec. 38: 26; Sec.
82: 3; 102 — High Council a court justice,
KNOWLEDGE,
Talking to the Indians by means of a French-
man. Faith Promoting Series, A String of
Pearls, ch, 5,
Study of Wisdom, Proverbs ch, 4.
MERCY.
Christ's sermon on the mount. Matt, ch, 5.
See also III Nephi ch. 12,
PERSEVERANCE.
The woman of Canaan, Matt. 15: 21-25,
Elisha remains with Elijah to obtain the
spirit enjoyed by him. 2 Kings 2: 115.
PATIENCE,
Trials of Jesus. Matt. 27 ch.
Doctrine and Covenants, Sec. 98 : 23-26 ;
loi: 5.
PRUDENCE.
Prudence of King Zeniff. Mosiah 10: 1-9.
PENITENCE AND REPENTANCE.
Conversion of Paul. Acts 9: 1-30.
Penitence of King Benjamin's people. Mosiah
4: 1-3-
SUNDAY SCHOOL TREATISE. 43
Alma, the younger, and the sons of Mosiah
turned from their wickedness. Mosiah 27: 8 to
end of ch.
Sons of Mosiah preach repentance to the
Lamanites. Alma 17: 2-17.
The Lamanite king, Lamoni, repents. Alma
18 ch.
Penitence of King Lamoni's father. Alma
20:19-27.
Many Lamanites turn to the Lord. Alma
21:16 to end of ch.
•Penitence of the Lamanites, thousands con-
verted. Alma 23 ch.
PRAYER.
The Savior's instructions on prayer. Matt.
6:5-14.
Doctrine and Covenants, Sec. 19:28, ^S;
29: 6; 41:3; 10:5; 11:5; 12:5; 18:18; 88:62-65,
76, 126.
PIETY.
An outdoor prayer room. Faith Promoting
Series. A String of Pearls 6 ch.
The child Samuel's services in the House of
the Lord. I Samuel 3 ch.
PUNCTUALITY.
Doctrine and Covenants, Sec. 88:129, 130.
44 SUNDAY SCHOOL TREATISE.
SYMPATHY.
Joseph weeps through sympathy for his
brethren. Gen. 43:29-30; 45:1-2.
Judah in sympathy for his father offers him-
self as a bondsman for Benjamin. Gen. 44:
14-34.
Elisha to save the widow's son increases the
oil. II Kings, 4:1-7.
The raising of Lazarus. John 11:1-46.
Jesus heals the two blind men. Matt. 20:
30-34.
Sympathy of part of Ishmael's family for
Nephi. I Nephi 7:18-22.
SELF-DENIAL.
Satan tempts Jesus. Matt. 4:1-11.
Cottonwood bark — Indian chief and venison.
Faith Promoting Series. A String of Pearls,
6 ch.
MODEL LESSON FOR SUNDAY
SCHOOLS.
FIRST INTERMEDIATE GRADE.
First briefly review the previous lesson.
Sons of Helaman. (Alma: ch. 56 58.)
FAITH.
Ammon and his brothers, Aaron, Omner
and Himni, sons of Mosiah II., the last king of
the Nephites in the land of Zarahemla, had
converted a great many Lamanites in the land
of Nephi, and had brought them to the land of
Zarahemla, v^here the Nephites gave them a
nev^ home. These people were called Am-
monites after Ammon, their leader.
As they had repented of all their many
murders which they had committed, they made
a covenant with the Lord never to shed blood
again. But when after many years the La-
manites came again into the land and a terrible
war broke out between them and the Nephites,
that the Nephites lost many cities, and many
people were slain, these Ammonites were very
sorry that they could not help the Nephites on
46 SUNDAY SCHOOL TREATISE.
account ot this covenant which they had made
with the Lord.
There w re, however, 2000 young men
among them, who were too young to make this
covenant at the time their fathers did so; and
these young men were free to go into the war
without breaking any covenant.
These young men had been taught by their
mothers, from their childhood, to keep the
commandments and to have faith in God. The
Prophet Helaman, a son of the Prophet Alma,
had also been their teacher.
So faithful and obedient to the teachings of
Helaman had these young men been that that
prophet in a letter which he wrote to the great
general, Moroni, called them his sons. Moroni
was the chief commander of all the Nephite
armies. He is not the same Moroni that
buried the plates in the hill Cumorah nearly
500 years later.
Helaman and these 2000 young men oined
the Nephites in the war against the Lamanites.
As they all had been brought up to have faith
in God and to keep His commandments, they
were not afraid to fight, but were very brave.
Tney seemed to be terrible to the Lamanites,
of whom they slew many, took others prisoners,
and drove the rest to flight. But none of e
SUNDAY SCHOOL TREATISE. 47
young men were killed, although many of them
fainted from loss of blood and exhaustion.
The Lord thus protected these young men
on account of their great faith in Him.
CATECHIZATION.
I. Q. Who was the last king of the Neph-
ites in the land of Zarahemla?
A. The last king of the Nephites in the
Land of Zarahemla was Mosiah II.
2 Q. What were the names of the sons
of Mosiah II ?
A. The names of the sons of Mosiah II
were Ammon, Aaron, Omner and Himni.
3- Q- Which of his sons was the leader in
converting the Lamanites in the land of Nephi ?
A. Ammon was the leader in converting
many Lamanites in the land of Nephi.
4. Q. Where did they take those con-
verted Lamanites ?
A. They took them to the land of Jershon,
in the land of Zarahemla.
5. Q. By what name were those converted
Lamanites known among the Nephites ?
A. They were known among the Nephites
by the name of Ammonites.
6. Q. Why were they called Ammonites ?
. A. They were called Ammonites after Am-
mon, their leader.
48 SUNDAY SCHOOL TREATISE.
7. Q. What covenant did these Ammonites
make with the Lord?
A. They made the covenant never to shed
any more human blood.
8. Q. Why did they make such a covenant?
A. They made this covenant because they
felt sorry for the many murders they had com-
mitted before.
9. Q. How did they feel when after many
years another bloody war broke out between
the Lamanites and Nephites?
A. They felt that they would like to help
the Nephites, but dare not do so on account of
their covenant.
10. Q. Who was there among them that
had not made such a covenant?
A. There were two thousand young men
among them who were too young to make this
covenant at the time their fathers did so.
11. Q. In what way had these young men
been brought up by their mothers ?
A. They had been brought up by their
mothers to keep the commandments of God.
12. Q. Who else had been their teacher?
A. Helaman had been their teacher.
13- Q- Who was Helaman?
A. Helaman was a prophet, and a son of
the Prophet Alma.
SUNDAY SCHOOL TREATISE. 49
14. Q. What did Helaman call these young
men?
A. Helaman called these young men his sons.
^5- Q- Why did he call them so?
A. He called them so because they had
been faithful and obedient to his teachings
from their childhood up.
16. Q. To whom did Helaman write a
letter about these young men?
A. Helaman wrote a letter to Moroni about
these young men.
^7- Q- Who was Moroni?
A. Moroni was the chief commander of all
the Nephite armies.
18. Q. For what other Moroni should you
not mistake this commander-in-chief?
A. We should not mistake him for that
Moroni who buried up the plates in the hill
Cumorah.
19. Q. How many years later did that other
Moroni live?
A. The other Moroni lived nearly 500 years
later.
20. Q. What did Helaman w)ite to Moroni
about these 2000 young men?
A. He wrote to Moroni that he and his two
thousand young men had joined the Nephites
in the war against the Lamanites.
50 SUNDAY SCHOOL TREATISE.
2 1. Q. Why were these young men not
afraid to fight?
A. They were not afraid to fight because
they had been brought up in the faith of God
and in keeping His commandments.
2 2. Q. How did they appear to the Lam-
anites?
A. They appeared terrible to the Lamanites.
2 3- Q- What would you call these young
men because they were not afraid?
A. Because they were not afraid we would
call them brave.
24. Q. How did the war go with the Lamanites?
A. Many Lamanites were slain, many taken
prisoners, and the rest put to flight.
25. Q. How did the young men get along
in the war?
A. None of the young men were slain, but
some of them fainted from loss of blood and
exhaustion.
26. Q. Why were they not slain like the
others?
A. They were not slain like the others be-
cause the Lord protected them on account of
their faith, and because they had kept His com-
mandments.
2 7- Q. What commandments of God have
you been taught?
SUNDAY SCHOOL TREATISE. 5 I
(Here the children will name as many of
the commandments of God as they can remem-
ber, viz : Prayer, Word of Wisdom, to keep
holy the Sabbath day, to honor father and
mother, etc.)
28. Q. What have you learned then that
God will do for you if you have faith in Him
and keep His commandments?
A. He will protect us.
29. Q. Give an instance of when we need
the protection of the Lord.
A. We need the protection of the Lord
when we are sick.
30. Q. When you are sick, what should you
have to get well?
A. When we are sick, we should have faith
in the Lord in order to get well.
31. Q. How can we show that we have
faith when we are sick?
A. We can show that we have faith by
being administered to and by asking the Lord
to make us well.
SECOND INTERMEDIATE
DEPARTMENT.
REMARKS.
The pupils of this department require ex-
ceedingly careful teaching to guide them sue
cessfully over a most critical period of life. Of
all things create an interest in the class work
and lead the pupils to noble thoughts and high
aspirations. Interest the pupils in reading the
lives of great and good men and women,
especially those spoken of in the Bible, Book
of Mormon and Church History, and whenever
possible, plant moral and religious principles
as motives of action. A similar plan to that of
the First Intermediate department should be
followed. Cultivate within your pupils a love
and desire for religious instruction; and if you
can only hold them to Sunday School work till
this critical age is past, you will have accom-
plished a great work. Train their minds in a
course of home reading by giving them occa-
sional opportunities to report.
SUNDAY SCHOOL TREATISE. 53
SUGGESTIONS.
1. Adapt your instructions to the age and
capacity of the pupils.
2. Awaken a Hvely interest in whatever
you teach.
3. Obtain from the pupils as far as possible
at least one evidence from the Bible, Book of
Mormon, Doctrine and Covenants or Church
History, for every principle under consider-
ation.
4. Have pupils ask and answer questions
and give a synopsis of what they have read at
home; have them relate interesting moral inci-
dents of what they have seen during the week.
Encourage the observation of whatever is good
rather than what is bad, and build in the minds
of the pupils the ideal of a true Latter day
Saint.
5. Teach the importance of proper conduct,
habits, companionship and amusements, and
true courage for the right, by means of stories
and illustrations.
6. Satisfy the resdess activity of the pupils
by assigning them something to do — some act
of charity or kindness to the poor or indigent,
something to beautify the school room, or that
will enhance the comfort of the class or aid the
teacher.
54 SUNDAY SCHOOL TREATISE.
COURSE OF STUDY.
If the work in the other two departments
has been well understood a very comprehen-
sive course can now be presented.
1. Old Testament. Teach something of the
origin and authenticity of the Bible, and as the
course advances, of its writers. Follow a thread
of history from the Creation, taking up events in
their chronological order. In reviewing the lives
of the patriarchs and prophets always have some
useful lesson to teach. Note in their proper
place the Jaredites and Israelitish colonies, that
came to this land.
2. New Testament. Give the class a con-
necting link between the two parts of the Bible.
In the life of the Savior enter more fully into
the principles of the Gospel as taught by Him,
explain His parables and miracles; the resur-
rection and many other advanced principles
and doctrines may also be explained in simple
language. Explain the principles underlying
the sacrament of the Lord's supper. Study
the lives and works of the Apostles together
with their authority for carrying on the work
that Christ had commenced. Give special at-
tention to prophecy and its fulfillment as relat-
ing to the present dispensation.
SUNDAY SCHOOL TREATISE. 55
3. The Apostasy. Take up a careful review
of the condition of the Church in the first cen-
tury after Christ, and the persecutions endured
by the early Christians. Show how they changed
the ordinances and broke the everlasting cove-
nant, and eventually how the Roman Catholic
church became the dominant power. That the
priesthood with its gifts and powers was taken
from the earth. That the darkness which came
over the minds of men and which continued for
so many centuries was owing to the loss of the
Gospel and the withdrawal of the Spirit of the
Lord from among the children of men.
4. The Reformation. The subject of the
Reformation ought to be treated in one or two
recitations by speaking of the leading reform-
ers, the differences which they endeavored to
rectify, and the translation of the Bible.
5. The Restoration. This period should
receive careful attention. Begin with the boy-
hood of Joseph Smith and take up the principal
events of his life, as already suggested, to-
gether with the organization of the Church and
the bringing lorth of the Book of Mormon,
Some of the leading revelations contained in the
Doctrine and Covenants should receive atten-
tion in connection with the early rise of the
Church. The martyrdom of the prophet and
56 SUNDAY SCHOOL TREATISE.
patriarch Joseph and Hyrum Smith, together
with the persecutions endured by the Saints
may be treated for the purpose of estabHshing
a love for those who endured so much for the
Gospel's sake. The principles and ordinances
of the Gospel may be reviewed and those re-
garded heretofore as being too difficult may now
be introduced. Let the orders of the priest-
hood with their duties, gifts and powers be
well understood.
6. Book of Mormon. A more complete
study of the nations that have dwelt upon this
continent may now be taken up, giving atten-
tion to their origin, history and the dealings
of the Lord with them. Some attention may
be paid to contemporaneous nations upon the
eastern continent for the purpose of fixing the
time of events more indelibly upon the minds
of the pupils. Show the harmony between the
Book of Mormon and the Bible.
Again we would urge that the teachers go
no further into any subject than can be com-
prehended by the class.
In this department the Leaflets, "Topics of
the Times" and the ''Editorial Thoughts" con-
tained in the Juvenile Insti^uctoi^ should receive
special attention.
SUNDAY SCHOOL TREATISE. 57
REFERENCES FOR COURSE OF STUDY.
COURAGE.
David slays the giant Goliath. I Samuel
17 ch.
Christ's betrayal. Matt. 26: 47-56.
President Cannon meets Mr. Green. Faith
Promoting Series. My Frst Mission, 9 ch.
Meeting of the Twelve at Far West. Faith
Promoting Series. Leaves from my Journal,
18 ch.
''Overcoming Diffidence." Faith Promoting
Series. Gems for the Young Folks.
Jacob Hamblin and Agara-poots. Faith Pro-
moting Series. Jacob Hamblin, 5 ch.
Jacob Hamblin and the Navajo Council,
Faith Promoting Series. Jacob Hamblin, 20
ch.
CHARITY.
Spiritual gifts nothing without charity. I Cor.
ch. 13.
King Benjamin's instructions. Mosiah 4:
20-26.
Doctrine and Covenants. Sec. 88: 123-125;
104: 17-18.
CLEANLINESS.
Doctrine and Covenants. Sec. SS: 124.
58 SUNDAY SCHOOL TREATISE.
COMPASSION.
The Prodigal Son. Luke 15: 11-32.
Peter and John heal the infirm. Acts: 3 i-ii.
DUTY.
Christ's answer to His parents. Luke 2:
45-51-
Doctrine and Covenants. Sec. 88: 81; 75:
I 29.
FAITH.
The blind man restored to sight. John ch. 9.
Peter cures a lame man. Acts 3: 1-12.
Hezekiah's life lengthened fifteen years.
Isaiah 38 ch.
Christ calms the tempest, Mark 4: 35-41.
Through faith Nephi is enabled to build a
ship to cross the ocean. I Nephi 17: 7-19; 18:
T-4.
Abinadi's faith in the hour of death. Mosiah
17: 5-20.
The healing of Zeezrom. Alma 15: 1-12.
Zoram's faith in Alma the High Priest.
Alma 16: 5-8.
Faith of the people of Ammon. Alma 24:
19 27.
Wonderful faith of the brother of Jared.
Ether 3 ch.
SUNDAY SCHOOL TREATISE. 59
The pointers of the "ball"' worked by faith.
I Nephi i6: 28.
Faith of the queen of the Lamanites. Alma
19.- 7-13.
Great works accompHshed through faith.
Ether 12: 2-22.
President Woodruff and his sick wife. Faith
Promoting^ Series. Leaves from my Journal,
17 ch.
Healing of Elijah Fordham and others.
Faith Promoting Series. Leaves from my
Journal, 19 ch.
FAITHFULNESS.
Nephi's faithfulness in spite of opposition.
I Nephi 3: 1 1-20.
Lehi's vision concerning Jerusalem. I Nephi
i: 4- [6.
An angel speaks concerning Nephi's faithful-
ness. I Nephi 3: 27-31.
Faithfulness of the missionaries to the
Lamanites. Alma 21 ch.
The faithfulness of the Lamanites. Hela-
man 15: 4-16.
The result of faithfulness. IV Nephi 1:
1-23.
How the boy Mormon was faithful to the
Lord. Mormon i ch.
6o SUNDAY SCHOOL TREATISE.
Moroni favored of God. Mormon 8: 1-13.
Faithfulness of Jared and his people on the
great waters. Ether 6: 1-13.
President Woodruff converts the United
Brethren. Faith Promoting Series. Leaves
from my Journal, 24 ch.
FORGIVENESS.
The Prodigal Son. Luke 15: 11-32.
GENEROSITY.
Conduct of Boaz toward Ruth while glean-
ing in his field. Ruth 2 ch.
How Alma taught generosity. Mosiah 18:
26-30.
GRATITUDE.
Thanks to be given for all things. Doctrine
and Covenants, Sec. 98: i.
GOODNESS OF GOD.
The providences and works of God. Psalm
107.
HUMANITY.
The good Samaritan. Luke 10: 30-37.
Encounter with Tooele Indians. Faith Pro-
moting Series. Jacob Hamblin 4 ch.
A fight for a squaw. Jacob Hamblin 5 ch.
SUNDAY SCHOOL TREATISE. 6 1
HUMILITY.
Jesus teaches humility. Matt, ch. i8. Luke
ch. 14.
The prayer of the Publican. Luke i8: 13.
Alma preaches humility to his people. Alma
5:52-56.
True humility shown by Alma. Alma 29 ch.
King Mosiah's humility before his people.
Mosiah 6: 7.
Preaching for a supper. Faith Promoting
Series. Leaves from, my Journal, 6 ch.
INTEGRITY.
Job's integrity through affliction. Job 2:1 10.
Ruth cleaveth to her mother-in-law. Ruth
I ch.
Nephi's integrity when threatened with
starvation. I Nephi 16: 17-24.
Alma and Amulek before the chief judges.
Alma 14: 1 17.
The Nephite believers in the Gospel tried
but remain unshaken. Ill Nephi i: 1-2 i.
President Woodruff called to be an Apostle.
Faith Promoting Series. Leaves from my
Journal, 16 ch.
INDUSTRY.
Tilling the ground in the promised land.
I Nephi 18: 23-25.
62 SUNDAY SCHOOL TREATISE.
Industries among the Nephites. II Nephi
5: 11-16.
The lazy Lamanites jealous of their active
neighbors. Mosiah 9: 6-13.
JUSTICE.
Justice administered to Nehor, the murderer.
Alma i: 2-15.
Nephites punished for their sins. Helaman
4: II 15.
Destructions at the Savior's death accepted
as the judgment of God. Ill Nephi 8 ch.
KINDNESS.
Kindness of Na-lima-nui. Faith Promoting
Series. My First Mission, 5 ch.
KNOWLEDGE.
Solomon asks lor wisdom and knowledge
above all other gifts. II Chron. i: 712.
LOVE
Priesthood to govern by love. Doctrine and
Covenants, Sec. 121: 41-46.
True love shown by the sons of King Mosiah.
Mosiah 28: 1-9.
The love of th^ Nephites for King Mosiah
II. Mosiah 29: 40.
Jesus heals the afflicted and blesses the
children. Ill Nephi 17 ch.
SUNDAY SCHOOL TREATISE. 63
A people living together in love. IV Nephi
i: 1-13.
Liberation of Ammon's brethren. Alma 20:
1-8, 28-30,
MERCY.
Nephi's mercy in sparing his brethren. I
Nephi 17: 48-53-
OBEDIENCE.
Call of the Apostles. Matt. 4: 18-22.
God commands Nephi to keep a record of
his people. I Nephi 19: 15.
Amulek obeys an angel of the Lord. Alma
10: 7-11.
Jared and his company commanded to de-
part into the wilderness. Ether 2: 5-7.
Doctrine and Covenants. Sec. 28:3-4; 64:34;
103: 4-8; 105: 3-6; 88: 34, 35. 38.
PATIENCE.
Nephi's patience during ill-treatment on the
sea. I Nephi 18: 11-22.
PENITENCE AND REPENTANCE.
Adam and Eve's repentance causeth the
visitation of an angel. Pearl of Great Price.
Word of the Lord to Moses.
City of Nineveh saved through repentance.
Jonah 3 ch.
64 SUNDAY SCHOOL TREATISE.
The Prodigal Son. Luke 15: 11-32.
The thief on the cross. Luke 23: 39-43.
Doctrine and Covenants. Sec. 20: 5-6.
PURITY.
Sermon on the Mount. Matt. 5:8, 27, 28.
Doctrine and Covenants, Sec. 88: 17 21, 26.
The pure in heart to inherit the earth. Sec.
loi: 18.
PRUDENCE.
Christ and the tribute money. Luke 20:
19-26.
RESIGNATION.
Prospects of death. Faith Promoting Series,
A String of Pearls. Among the Poncas, ch. 8.
SELF CONTROL.
A. p. Rockwood in the burning jail. Faith
Promoting Series. Leaves from my Journal,
ch. 15.
SELF-DENIAL.
The Savior's charge to his disciples. Matt.
10: 16-39.
The Savior's power to call angels. Matt.
26: 53.
Daniel's abstinence. Dan. 1:8-16.
Doctrine and Covenants, Sec. 103: 27, 28;
119 (on tithing.) Sec, 72: 15.
SUNDAY SCHOOL TREATISE. 65
TEMPERANCE.
Word of Wisdom, Doc. and Gov. Sec. 89.
The wine cup. Prov, 23: 29-32.
TRUTH.
What is truth. Doc. and Cov, Sec. 93: 24.
WISDOM.
Parable of the ten virgins. Matt. 25: 1-13,
Mormon makes arrangements to preserve
the records after his death. Mormon 6: 6.
Doctrine and Covenants, Sec, 6: 7; 11: 7;
88: i 18. To be sought out of the best books.
Sec, 89. Word of Wisdom, Sec. 68: 25; 93:40.
Children to be taught, Sec. 88: 40, ^^, 79, 122.
''How success is gained," Faith Promoting
Series, Gems for the Young Folks,
MODEL LESSSON FOR SUNDAY
SCHOOLS.
SECOND INTERMEDIATE GRADE.
THE RESURRECTION OF CHRIST-
Leaflet 2g. John 20 \ 1-20, 24-31.
After having reviewed, briefly, by a few
questions the subject matter and main points
of previous lesson, the exercise for the new
lesson should begin about as follows:
1. Q. How many different kinds of writings
of the Apostle John are there in the New
Testament?
A. There are three different kinds of writing
of the Apostle John in the New Testament.
2. Q. Which writings are they?
A. They are the Gospel; three Epistles, and
the Revelation of John.
3. Q. What is John called as the writer of
the -Gospel?"
A. He is called John the Evangelist.
4. Q. By what name is John known as the
writer of the Book of Revelation ?
SUNDAY SCHOOL TREATISE. 67
A. As the writer of the Book of Revelation
he is known as John the Revelator.
5. Q. Which of the three kinds of John's
writings is that referred to at the head of this
lesson ?
A. The Gospel of John is referred to at the
head of this lesson.
(Here the narrative of the resurrection of
Christ, as given in Matthew, Mark and Luke,
are found and read by the pupils, each rising,
reading a verse or two, and speaking loud
enough to be heard by the whole department,
while the rest of the pupils are following from
the text. Any explanatory questions asked
by the pupils during these readings should be
answered by the teacher or a member of the
class. Or the reading of the narrative in the
other Gospels may be given as a home study.
A few questions in regard to the differences in
these narratives, put at the next recitation, will
be sufficient for review.)
Proceeding with the lesson, the teacher may
ask:
6. O. What do you know of Jerusalem?
A. Jerusalem was the capital of the Jewish
people. (Any other descriptive answer to the
question may be equally good.)
(A pupil is called upon to read the first
verse from the regular text [from the Bible, the
68 SUNDAY SCHOOL TREATISE.
New Testament, or Leaflets,] in the manner as
stated in the note above.)
7- Q- Which of you has any question to ask
on any point in the verse just read ?
If no qu- stion is asked, teacher asks :
8. Q. Which is the first day of the week ?
A. The first day of the week is Sunday.
g. Q. Why did the friends of Jesus wait a
whole day before they went to the gr^ive of
the Lord after he had been placed in the se-
pulchre?
A. The day before was the Sabbath of the
Jews, when it was contrary to the law of Moses
to attend to the dead.
lo. What does the word " Sabbath " mean
A. The word Sabbath means " Lord's Day."
u. Q. Which is our Sabbath day?
A. Our Sabbath is Sunday.
12. Q. Why have most Christians celebrated
Sunday as the Sabbath ?
A. Most Christians have celebrated Sunday
as the Sabbath day, because Christ rose from
the dead on that day.
13- Q- Why do the Latter-day Saints keep
the first day of the week as the Sabbath?
A. Because in a revelation given to the
Prophet Joseph Smith, the Lord has commanded
them to keep Sunday as the Sabbath day.
SUNDAY SCHOOL TREATISE. 69
14 Q. When was that revelation given ?
A. That revelation was given on Sunday,
August 7th, 183 1. (See Doc. and Cov. Sec. 59,)
(2nd verse is now read, as above instructed.)
(If no explanatory questions are asked by
pupils, the teacher instructs the class to find
and read the passages referring to "the other
disciple," and the paragraph in the "Notes"
referring to him.)
15. Q. By what other name is Peter known?
A. Peter is also known as Simon Bar-Jona,
meaning Simon, son of Jona; Kephas, (Cephas),
another name of his, is only the Greek for
Peter.
Reference (2) Luke 24:12 to be read.
Verses 4-10 are then read.
The teacher explains the manner of burial
among the Jews. The Romans and the Greeks
burned their dead.
Here the passage on "Resurrection" in the
'' Motes" is read. I Corinthians, 15th chapter
is also recommended for home study.
(This will constitute, in most instances, one
recitation,)
70 SUNDAY SCHOOL TREATISE.
SECOND RECITATION.
1. The teacher asks questions 1-7 from Leaf-
let as a review of the previous recitation, and
divides Lesson Statement among several pu-
pils, according to the contents of verses i
to 10.
(i ith verse is read.)
2. Q. Of what women by the name of Mary
have you heard by reading the Hfe of Christ ?
A. We have read of Mary, the mother of
Jesus; Mary, the sister of Lazarus and Martha,
and Mary Magdalene.
3. Q. What was the difference between what
Peter and John and what Mary Magdalene saw
in the grave ?
A. Peter and John only saw the burial
clothes in which the body of Jesus had been
wrapped, but Mary saw two angels.
4. Q. In what places did these angels ap-
pear?
A. One of the angels appeared at the head
and the other at the foot where the body had
lain.
5. Q. Why are such particulars given in re-
gard to what the Apostles and Mary saw and
did ?
SUNDAY SCHOOL TREATISE. 7 1
A. These particulars are given as evidences
of the truth of the narrative.
6. What was the difference between the
action of the two Apostles and that of Mary ?
A. The two Apostles went away amazed
after they had seen the grave empty, but Mary
remained weeping at the grave. •
7. Q. What would you think^ therefore, of
Mary's action?
A. I should think that Mary's grief was the
greater,
8. Q. From what words of Mary do you
thus conclude ?
A. She said to the angels: "Because they
have taken away my Lord, and I know not
where they have laid Him."
9. Q. Why do these words manifest a great-
er love for Jesus ?
A. The Apostles went away, although am.
azed, but Mary remained until she could find
out what had become of the body of her Lord.
(Verses 14-16 to be read.)
Note. — After the reading of a verse, the
teacher should always ask for explanatory
questions,
10. Q. Why did Mary not recognize Jesus at
once?
72 SUNDAY SCHOOL TREATISE,
A. She did not recognize Him at once, be-
cause she did not expect to see Him aHve.
1 1. Q. To what other persons did Christ ap-
pear on the same day without being recognized?
A. He appeared to two disciples who were
on their way to Emmaus.
12. O. How did these two discipies find out
that it was the Lord who had been with them on
the road and at supper ?
A. They found it out by the way He blessed
the food, and they remembered His conversa-
tion on the road.
13. Q. How did Mary come to recognize the
Lord?
A, Mary, recognized Him by the way in
which He called her name.
14. Q. What did Mary say when she recog-
nized Jesus ?
A. She said " Rabboni," which means
** master."
15. The teacher here explains that the reg-
ular word for teacher or master was only "Rab-
bi," but that " Rabboni " meant something like
"dear, beloved master."
• {jyth verse is now read.)
16. Q. What did Mary attempt to do when
she recognized Jesus?
SUNDAY SCHOOL TREATISE. 73
A. In her joy she probably wanted to em-
brace Him.
17. Q. What did Jesus say, however?
A. He said: " Touch me not, for I am not
yet ascended to my Father."
18. Q. What did Jesus mean by that?
A. He probably meant that she should
not embrace Him as one mortal might another,
lor He was now a resurrected Being.
(This would probably constitute the second
lesson.)
THIRD RECITATION.
The teacher commences to ask questions 8-
17 from Leaflet 29. as a review of the previous
recitation, and again calls on several pupils for
a Lesson Statement from verses 11-17 in the
text.
(i8th verse is now read.)
The pupils are encouraged to ask explana-
tory questions about the points in the verse.
1. Q. How many Apostles were alive at that
time
A. There were eleven Apostles that were
alive at that time,
2. Q, What had become of the twelfth
Apostle ?
74 SUNDAY SCHOOL TREATISE.
A. Judas Iscariot, after betraying the Lord
Jesus, had hanged himself.
3. Q. How many of the Apostles were pre-
sent when Jesus appeared to them on that
occasion ?
A. There were ten Apostles present on that
occasion.
4. Q. What were the names of these ten
Apostles? (The pupils give the names.)
5. Q. Which of the Apostles was not present?
A. "Thomas, one of the Twelve, called
Didymus, was not with them when Jesus came.'*
John 20: 24.
6. Q. How did John know what Jesus and
Mary had said to one another?
A. He knew from the report Mary Magda-
lene, herself had made.
(19th verse is read.)
7. Q. Why had the disciples assembled with
closed doors that evening?
A. The disciples assembled with closed doors
for fear of the Jews.
8. Q. Why were they afraid of the Jews ?
A. They were afraid because the Jews had
commenced to accuse them of having stolen the
body of Jesus in order to make people believe
that He had risen from the dead.
SUNDAY SCHOOL TREATISE. 75
9. Q. What unexpected event suddenly took
place Among them?
A. Jesus suddenly stood in the midst of them,
10. Q. What does that prove?
A. It proves that a resurrected being can
enter a room when the doors are closed.
11. Q. With what words did the Lord ad-
dress His Apostles?
A. He said to them : "Peace be unto you."
12. Q. What other evidence did Christ give
His disciples that He was really risen from the
dead?
A. He showed them the prints of the nails
in His hands and feet and the wounds in His side.
13- Q- What assurance do we get for our-
selves from the fact that Jesus rose with the
same body that He had before ?
A. We have the assurance that we also shall
rise from the dead with the same bodies we
now have.
(Verses 24 to 31 are read.)
14. Q. Which of the eleven Apostles is said
to have been absent when Jesus first appeared
to them after His resurrection ?
A. Thomas is said to have been absent.
15. Q. What did Thomas say when he heard
that the Lord had appeared to the other dis-
ciples ?
76 SUNDAY SCHOOL TREATISE.
A. Thomas said that unless he could see for
himself he would not believe.
1 6. Q. What occurred after eight days had
passed ?
A. Jesus appeared to the eleven Apostles.
17. Q. What did He say to them?
A. "Peace be unto you."
18. Q. What did He then do ?
A. "Then saith he to Thomas, Reach hither
thy finger, and behold my hands ; and reach
hither thy hand, and thrust it into my side; and
be not faithless, but believing."
19. Q. How did Thomas answer Him?
A. He acknowledged Him as the resur-
rected Lord, exclaiming: " My Lord and my
God."
20. Q. What principle of faith did Jesus then
teach him ?
A. He said [unto him: "Thomas, because
thou hast seen me thou hast believed; blessed
are they that have not seen and yet have be-
lieved."
21. Q. Why was it so hard for Thomas and
the other disciples to believe that Christ had
actually risen from the dead ?
A. Because the resurrection was not fully
understood by them until it was actually brought
about by the Savior,
SUNDAY SCHOOL TREATISE. ']']
2 2. Q. What was first necessary belore our
Savior could be resurrected ?
A. It was first necessary that Christ should
offer up His life.
23« Q- What great gift of the Holy Spirit is
necessary for us to comprehend the doctrine of
the resurrection ?
A. It is necessary for us to have the gift of
faith to receive and comprehend the doctrine of
the resurrection.
(Here follows the Lesson Statement of the
entire text, as a means of reviewing the three
recitations; which should include all the points
found in "What we may learn from this Les-
son," Leafl t 29.)
HIGHER DEPARTMENT.
REMARKS.
It is considered best in this department to
follow a course of study as outlined below.
The foregoing courses have been based upon
the educational truth that all thought is related;
hence we have the courses general rather than
specific, thus laying a good foundation for the
work in special lines in this grade. Encourage
pupils to express themselves freely and cour-
teously, always giving a reason for the views
they entertain. Not all religious as well as
scientific truth, through lack of perfect know-
ledge, can be demonstrated. God alone knows
all things. Avoid debates in the class. Make
no statement for which you have no scriptural
evidence.
SUGGESTIONS.
1. But litde time should be spent in class
reading.
2. The subjects should be taken up by top-
ics and studied at home, that the pupils may
be prepared to consider them in the class. (See
Dr. Measer's Lecture 3.)
SUNDAY SCHOOL TREATISE. 79
3. Freedom in discussion on subjects con-
nected with the lesson must be guarded, that
the time of the class be not wasted on trivial
matters and trifling differences, and care must
be used that no ill feeling be engendered from
a difference of opinion.
4. One subject should be well studied before
another is taken up.
5. Manifest a feeling of patience and love to-
wards those who may be inclined to skepticism.
COURSE OF STUDY.
A careful chronological order may now be
pursued, and for this purpose the following out-
line is suggested:
DIVISIONS.
1. From the Creation to the annunciation of
John the Baptist.
2. From the Birth of Christ to the opening of
this dispensation,
3. From the opening of this dispensation to
the present time.
FIRST DIVISION.
This division may be separated into the fol-
lowing periods :
8o SUNDAY SCHOOL TREATISE.
1. Period of the early races, from the Creation
to the Flood.
2. From the Flood to the death of Joseph.
3. From the death of Joseph to the death of
Moses.
4. Period of the Israelitish people, from the
death of Moses to the anointing of Saul.
5. Period of the Israelitish Kingdom, from
the anointing of Saul to the Babylonian cap-
tivity.
6. Period of the Jewish Province, from the
Babylonian Captivity to the appearance of John
the Baptist.
FIRST PERIOD.
Before taking up a study of the contents of
the Bible, some attention should be given to
the compilation and origin of the Book, to its
authors and its divine inspiration.
In treating of the Creation take up the ac-
count as recorded in the Pearl of Great Price
as well as that in the Bible; in fact, in all your
work show the harmony that exists between
ancient and modern revelation, as also the
harmony between true religion and true science.
Show how the Grospel was given to Adam, the
necessity of the Fall, the Plan of Redemption
and Salvation. Locate the Garden of Eden
SUNDAY SCHOOL TREATISE. 8 1
and other places mentioned, continue use of
maps, and have pupils make maps and charts
at home. Note the principles of the Gospel as
laid down from the beginning of the world, but
a more systematic course may be given later
on in the course. Show the causes which led
up to the Flood, and how science and tradition
corroborate the event, avoid, however, all per-
sonal speculations on the subject.
SECOND PERIOD.
Show how the earth was again re-peopled.
In the dispersion of the races give a clear idea
of the Jaredite colony that came to this conti-
nent, so as to link the event with the Book of
Mormon history. In treating of the call of
Abraham show how the people had -fallen into
idolatry, and the design God had in calling him
from his father's house. Show the influence
exerted by nations upon the chosen people of
God. Trace the lineage of the priesthood as
you proceed in your work. Take up a review
of the lives of the patriarchs during this period.
Show how they were favored of God. In the
promises made to Abraham and others show
their fulfillment as time advanced. Note their
journeyings upon the map. Establish in the
minds of the pupils the foundation of the He-
82 SUNDAY SCHOOL TREATISE.
brew nation. Show that in all the circumstances
which led the chosen family into Egypt God had
a purpose in view.
THIRD PERIOD.
Show how the Israelites were treated under
the various Egyptian dynasties. Trace the
life and works of Moses the Deliverer, and the
miraculous deliverance of God's chosen people.
Show how the Egyptians were hardened by the
power of the magicians and how the superior
power of the Lord was made manifest through
His servants.
Follow the children of Israel in their wander-
ings in the wilderness, Show why they were
thus led, and how God blessed them and ex-
tended His mercy to them. The cause of their
idolatrous practices. Recall the promises of
the Lord concerning the land and at all times
show the fulfillment of prophecy. Let the life
of Moses stand out prominently as a leader
and a prophet. Make a study of the Promised
Land and the nations that inhabited it at the
time, keeping in view the hand ot God in the
destiny of nations and governments as well as
individuals.
FOURTH PERIOD.
The conquest of Canaan may now be consid-
ered, and why nations were supplanted; Joshua
SUNDAY SCHOOL TREATISE. 83
as the Israelitish general. Note the location
of the twelve tribes in the land; the various
oppressions endured by the Israelites on ac-
count of their disobedience to the commands of
God; the rule of the Judges and change in the
form of government; founding of the Assyrian
empire; laws given to the children of Israel by
the Lord for their government.
FIFTH PERIOD.
Describe the reign of Saul, David and Solo-
mon, together with the principal incidents and
features of their reigns. Show how each of
these men \yas peculiarly adapted to lead the
kingdom. Give special attention to the proph-
ets during this period and show the prosper-
ous condition of the people when the kings
would listen to the word of the Lord. Next
take up the division of the kingdom through
the revolt of the ten tribes, and, in following
the kingdoms of Judah and Israel, show that
this act sowed the seeds of decay. The word
of the Lord through His prophets during this
period should be carefully studied in order to
show how the people tried in vain to save
themselves from captivity by alliance with
dominant nations, which the Lord had for-
bidden. Their captivities under Assyria and
84 SUNDAY SCHOOL TREATISE.
Babylon should be noted. The visions and in-
terpretations of Daniel, the words of Isaiah,
Jeremiah and the other prophets may be studied
with great profit. Narrate the word of God to
Lehi in Jerusalem and its results.— Colony led
by Mulek.
SIXTH PERIOD.
Follow the history of the Jews down to the
coming of John the Baptist.
SECOND DIVISION.
This division may be separated into the fol
lowing periods:
1. Period ot the establishment of the church
in both hemispheres, from the birth of Christ to
the ascension to His Father.
2. Period of the Apostles, from Christ's as-
cension to close of John's revelation.
3. Period of the Apostasy, from the close of
John's revelation to the Reformation by
Luther, A. D. 1517.
4. Period of Reformation from the Reforma-
tion to the birth of the prophet Joseph Smith.
FIRST PERIOD.
Review carefully the life of the Savior. Look
into the condition of the world at that time.
Go further into thehistory of the Roman Empire,
and recall the condition of the Jews. Note the
SUNDAY SCHOOL TREATISE. 85
worthy examples Christ set and the virtues He
displayed, and so study His life and ministry
that the pupil may grow like Him. Treat of
His mission upon the American continent and
the signs given to the Nephites, as well as to
those upon the eastern continent. Follow Him in
His travels and ministry. Explain the nature of
the laws existing at that time. Treat of His
trials, crucifixion, death and resurrection. Show
the necessity of His atonement.
SECOND PERIOD.
During this period the works and travels of
the Apostles will be studied. Show how the
Gospel was introduced to the Gentiles as well
as to the Jews. Show the harmony of the
testimonies of Matthew, Mark, Luke and John.
Learn all that is to be found about the life,
works and death of the Apostles. During this
as well as the preceding period there is an ex-
cellent opportunity for establishing in the hearts
of the pupils integrity and love for the princi-
ples of truth.
THIRD PERIOD.
Take up the persecutions of the Christians
by the Jews and Romans. Show the influence
of Paganism upon the true church: that the
apostasy was brought about from two causes,
86 SUNDAY SCHOOL TREATISE.
namely, pressure from without and dissensions
from within; how the ordinances and doctrines
of the church were gradually changed; the
decline of spiritual gifts in the church. Trace
the decline of the moral as well as the spiritual
condition of the church and its final annihilation
by the pagan church; the history of the Roman
Catholic Church and the claims set up by it,
and show that the spirit of the Gospel gives
light and freedom, and that through its loss the
minds of men become dark and ignorant. In
all your historical work let it be your object to
show the hand of God and His dealings with
nations as well as individuals, and also to show
the literal fulfillment of prophecy.
FOURTH PERIOD.
Take up the lives and works of the early re-
formers upon the eastern continent and the
terrrible practices in the Roman Catholic Church
which the reformers protested against. Show
how the Reformation progressed in the various
countries of Europe. The wars between, and
persecutions of the Catholics and Protestants
by each other. Show the hand of God in bring-
ing about the revival of learning and religious
freedom, and that those who labored in this
cause were inspired by God. Give a sketch of
SUNDAY SCHOOL TREATISE. 87
the United States government for the purpose
of showing how the Lord by its estabHshment
prepared the way for the introduction of the
Gospel by guaranteeing reHgious hberty to the
people.
THIRD DIVISION.
NECESSITY FOR NEW REVELATION.
This division may be treated under one
period, that of the Restoration, including the
Book of Mormon, from the opening up of the
Dispensation of the Fullness of Times to the
present day. Demonstrate the divinity of the
mission of Joseph Smith and prove that he was
a true prophet, and that the Book of Mormon
is an authentic record by scriptural, external
and its own internal evidences. Show how the
Priesthood was again restored to the earth, —
its gifts and privileges. Take up the organiza
tion of the Church and follow its history, in
connection with which the revelations as con-
tained in the Book of Doctrine and Covenants
may very profitably be studied. No arrange-
ment of the principles and ordinances of the
Gospel need be given in this treatise as we
have many works of reference already com-
piled from which the teacher may choose. A
88 SUNDAY SCHOOL TREATISE.
systematic study, however, should now be taken
up of these principles and ordinances, and a
harmony established between them, as taught
in our day, with other dispensations.
The Book of Mormon should be studied dur-
ing this period, and the same plan suggested
for the study of the Bible may be pursued with
this book. It has come to us pure and simple,
as written and translated by God's servants.
The harmonious blending of historical, doctrin-
al and prophetic words make it such that no
school will find difficulty in planning a course
of study adapted to its needs. Establish a har-
mony between this divine record and the Bible,
Blend all into a harmonious whole^ teaching
faith in God, love for God and His laws, obedi-
ence to Him and to His Priesthood, and the re-
sult will be a healthy spiritual growth.
The manner of performing the ordinances of
the Gospel ; the duties of those holding the
priesthood ; Church discipline, organization
and government ; the principles of gathering,
of tithing, salvation for the dead, etc., should
be taught, their practice enjoined, and made
thoroughly familiar to the students of this
higher department.
In this grade also the pupils should be ex-
pected to bear their testimony, and speak upon
SUNDAY SCHOOL TREATISE. 89
the principles of the Gospel before the class or
the school.
As infidelity is now growing and spreading
to such an alarming extent throughout the
Christian world, and as the ability of the ma-
jority of believers to give a reasonable answer,
aside from Scriptural evidences, of the faith
within them is so exceptional, it is especially
desirable that one of the leading studies of the
Theological Department should be a frequent
and ample consideration of those evidences of
Deity, of Christianity, of the Divinity of the-
Bible, Book of Mormon, etc., from such sources
outside of the Scriptures, as will arrest the at-
tention of the indifferent and the skeptical, and
which will enable the student to satisfactorily
answer the sophistries of the infidel and the
cavil of the mocker.
REFERENCES FOR COURSE OF STUDY.
APPRECIATION.
The widow's mite. Mark 12: 41-44.
CHARITY.
spiritual Gifts nothing without Charity.
I Cor. ch. 13.
King Benjamin's instructions. Mosiah 4:
20-26.
90 SUNDAY SCHOOL TREATISE.
Doctrine and Covenants. Sec. 88: 123-125;
104: 17, 18.
Charity among Indians. Faith Promoting
Series. A String of Pearls, 7 ch.
CLEANLINESS.
Doctrine and Covenants. Sec. 88: i24; 133: 5.
COURAGE.
Gideon goes against the Midianites with 300
men. Judges 7: 9-22.
Peter and John's answer. Acts 4: 13-32.
FRIENDSHIP.
Jonathan's attachment for David. I Samuel.
18: 1-4.
DUTY.
Doctrine and Covenants. Sec. 88: 81.
FAITH.
Noah builds an Ark. Gen. 6: 14-22.
Caleb's report of the promised land. Numb.
13- 26-33.
Daniel in the den of lions. Dan. 6 ch.
Testimony of Peter. Matt. 16: 13-20.
What faith will accomplish. Heb. 11 ch.
King Benjamin's people believe in God.
Mosiah 5: 1-12.
People of Zeniff trust in the Lord in battle.
Mosiah 10: 19-20.
SUNDAY SCHOOL TREATISE. 9 1
Faith of Alma's people delivers them from
their enemies. Mosiah 24: 10 to end.
Power of faith in time of war. Alma 2: 27-35.
Faith of the converted Lamanites in a serv-
ant of God. Alma 27 ch.
Power of the Being in whom we have faith.
Helaman 12: 8 to end.
Great faith of the Nephite Disciples. Ill
Nephi 19: 24 to end.
The Lord reveals according- to faith. Ill
Nephi 26: 8-12.
Promises of the Savior to His Nephite dis-
ciples. Ill Nephi 28 ch.
The Lord works unto the children of men
according to their faith. Ether 12: 29 to end.
Teachings of Samuel, the Lamanite, regard-
ing faith. Helaman 14: 29 to end.
FAITHFULNESS.
Jacob and Joseph faithful to their calling. Ja-
cob 1 : 1 6 to end.
Alma^s faithfulness. Visitation of an angeL
Alma 8: 14 to end.
The Church established through Alma. Mo-
siah 25: 21 to end.
FORGIVENESS.
Joseph forgives his brethren. Gen. 45: 5-21.
David spares Saul. I Samuel 24: 1-8.
92 SUNDAY SCHOOL TREATISE.
The prayer of Stephen, Acts 7: 54-60.
The Lord's Prayer. Matt. 6: 12-15,
Christ's teachings. Matt. 18: 15-35.
GRATITUDE.
The thankfulness of the people of Limhi.
Mosiah 7: 14-20.
Gratitude for the gift of interpretation. Mo-
siah 21: 25-29.
People of Ammon, grateful for the Gospel,
refuse to stain their swords in the blood of
their brethren. Alma 24: 1-14.
Thanks to be given in all things. Doctrine
and Covenants. Sec. 9: 18.
GOODNESS OF GOD.
Manna and quails sent to the children of
Israel. Exodus 16: 11- 15.
God's goodness to Nephi. II Nephi 4: 17 to
end.
How the Lord answers prayer. Enos i: 10-12.
HOPE.
Job's hope of the future. Job 19: 25-27.
Mormon's exhortation concerning hope. Mo-
roni 7: 40-42.
Christ's second coming. Acts i: 11.
HUMANITY.
Abraham "pleads for Sodom and Gomorrah.
Gen. 18: 23-33.
SUNDAY SCHOOL TREATISE. 93
Christ heals the ear of the Hi^h Priest's serv-
ant. Luke 22: 50-51.
HUMILITY.
Testimony of John. John i: 19-23.
Baptism of the Savior. Matt. 3: 13-15.
HumiHty among the faithful of the church.
Helaman 3: 34-35-
INDUSTRY.
Mining, agriculture, manufacturing and other
industries among the Lamanites and Nephites.
Helaman 6: 9-13.
Nephites again engage in building cities,
making highways and various industries and
pursuits. Ill Nephi 6: 5-9.
INTEGRITY.
Samuel chastises Saul. I Samuel 13: 11-16.
Integrity of Nephi while preparing to cross
the ocean. I Nephi 17: 49 to end.
Integrity. cf the people of Ammon. Alma 53:
13 to end.
LOVE.
Christ's instructions to His Apostles. John
15- 9-I9-
Sermon on the Mount. Matt. 5: 44-46.
God gave His Only Begotten Son. John 3: 16.
Christ's answer to the lawyers: Luke 10:
25-28.
94 SUNDAY SCHOOL TREATISE.
Priesthood to be governed by love. — To be
shown after reproof. Doctrine and Covenants.
Sec. I2i: 41-43,
MERCY.
The Lord renews the Commandments on the
tables of stone. Exodus 34: 1-9.
Christ rebukes Peter. Matt. 26: 51-54.
OBEDIENCE.
Call of Abram. Gen. 12: 19.
The Lord calls Samuel. I Samuel 3 ch.
Doctrine and Covenants. Sec. 28: 3-4; 64:
34; 103: 4-8; 105: 3-6; 88: 34, 35-38.
PRUDENCE.
Alma preaches the Gospel privately to avoid
persecution. Mosiah 18: 1-3.
PURITY.
The pure in heart to inherit the earth. Doc-
trine and Covenants. Sec. 88: 17-21, 26.
Joseph and Potiphar's wife. Gen, 39: 1-20.
Mormon's teachings. Moroni 7: 6-19.
REVERENCE.
Merchants driven from the temple. John 2:
Tuba and his medicine bag. Faith Promot-
ing Series, Jacob Hamblin, 18 ch.
SUNDAY SCHOOL TREATISE. 95
REPENTANCE.
The thief on the cross. Luke 23: 39-43.
Nephi's brethren repent. I Nephi 16: 4-6.
Repentance of the Nephites. Alma 4: 1-5,
A result of true repentance. Alma 24: 6-28,
Effect of the teachings of Moronihah and the
sons of Helaman. Helaman 4: 14-17,
Multitudes baptized unto repentance. Hela-
man 3: 24-31.
Lamanites converted by a wonderful mani-
festation. Helaman 5: 20 to end.
Entire Nephite people striving to serve God.
Ill Nephi 5: 1-6,
Doctrine and Covenants. Sec. 20: 6-2^^.
SELF-DENIAL.
Christ's instructions, Matt. 16: 24-27.
Christ's temptations. Matt. 4: i-ii.
Doctrine and Covenants. Sec. loi: 2>7\ 103:
27; 72: 15; 119 — On tithing.
TEMPERANCE.
Instructions to Zacharias and Elizabeth.
Luke i: 13-15.
Word of Wisdom. Doctrine and Covenants.
Sec. 89.
TRUTHFULNESS.
Ananias and Sapphira. Acts 5: i-ii.
g6 SUNDAY SCHOOL TREATISE.
What is Truth. Doctrine and Covenants.
Sec. 93: 24.
WISDOM.
Wisdom in getting records of Laban, I
Nephi 3: 18-21.
Wise proclamation of King Mosiah. Mosiah
27: 1-7.
King Mosiah establishes a Republic. Mo-
siah 29: 1-34.
Wise counsel of Helaman to his sons. He-
laman 5: 5-13.
Ammaron hides up the records to prevent
their destruction. IV Nephi i: 41 to the end.
Doctrine and Covenants. Sec. 6: 7; 11: 7; 88:
118 — to be sought from the best books; Sec.
89— Word of Wisdom; Sec. 68: 25; 88: 40, yy-
79; 7: 6; 93: 40 — Children to be taught.
MODEL LESSON FOR SUNDAY
SCHOOLS.
THEOLOGICAL DEPARTMENT.
1. Instructor calls attention.
2. Secretary reads minutes of previous re-
citation. These minutes should contain:
a. Name of Presiding Instructor.
b. Time, to the minute, ot commencing and
closing the recitation.
c. Number of members present.
d. Assignments made for the day.
3. Minutes to be approved in the usual
manner.
4. The assigned answers are given by the
members to questions from the "Question
Box" as they are called up in their order by
the Secretary.
a. Members answering questions should
make no statement which cannot be sub-
stantiated by scriptural evidences, from
the authentic history of the Church, or
other Church works.
98 SUNDAY SCHOOL TREATISE.
b. Other members have a right to give ad-
ditional information on the subject under
consideration, or ask for explanation on
points in the answers made.
c. Any remarks irrelevant to the subject un-
der consideration should be ruled by the
instructor as out of order.
d. This part of the regular program may
occasionally consume the whole time of
the recitation. In that case the interrupted
program is to be resumed at the next ses-
sion, until the whole program is disposed
of. Such a continuance may become
necessary at any part of the regular pro-
gram.
5. Exercise from the Church Works, or
from the Subject arranged for the Term.
a. Observe the rules on Catechization.
h. Observe the rules on Text Books.
c. Observe the rules on Higher Grade
Work.
d. Observe the rules on how to prepare a
Sunday School Lesson.
6. The Committee of three, having charge
of the "Question Box," present the accepted
questions to the Instructor for distribution.
a. This committee should throw out any
question that is not signed by a regular
SUNDAY SCHOOL TREATISE. 99
member of the department,
b. Any question should be discarded that
manifests a spirit of inquisitiveness rather
than of inquiry. (See Lectures by Dr. K.
G. Maeser, pp. i8 and 19.)
c. As the Secretary reads the questions, one
at a time, the Instructor assigns the answer
to one from among the volunteers, taking
care, however, to make the assignment as
distributive as possible.
d. The Secretary should record the subjects
and to whom the questions are assigned.
e. No new questions should be assigned for
* answering until the whole regular program
is disposed of.
7. The Instructor assigns the amount of
work under head 5 for next recitation.
^
Kindergarten or Infant Class
Work in Sunday Schools.
With the growing efficiency of our Sunday
Schools and a correspondingly increasing in-
terest in Sunday School work among the peo-
ple, complaints are becoming numerous that
sufficient provisions are not made for the in-
struction and entertainment of children under
six or seven years of age, and that in conse-
quence of this lack such little ones are a dis-
turbing element to others in the Sunday School,
without receiving any benefit them.selves.
The Sunday School Union Board has for a
long time realized and deplored this condition,
but was not able to suggest a remedy until the
adoption in our Sunday Schools of the kinder-
garten system was suggested.
During the last few years the system of kin-
dergarten teaching has received great attention
in several parts of Utah, and a number of kin-
dergarten instructors have been trained.
Some of our superintendents having an earn-
est desire to establish kindergarten classes as
applicable to Sunday School work have availed
SUNDAY SCHOOL TREATISE. ID I
themselves of the services of these graduates
and arranged such classes in their schools with
results, in many cases, far beyond their antici-
pations.
Although earnestly desiring the gradual
introduction of this system into our Sunday
Schools whenever possible, the Sunday School
Union Board feel constrained to give a few
points of counsel and caution for the guidance
of Sunday School authorities in regard to this
matter. Any attempt at starting a Sunday
School kindergarten class without a compre-
hension of the spirit, aims and methods of this
mode of teaching, and without at least one
qualified instructor would, in its opinion, not
only result in failure but would prejudice the
people against the whole movement.
Well-meaning persons, anxious to do some-
thing for these little ones in Sunday School,
and yet without training in that particular line
of instruction, have occasionally undertaken to
start a kindergarten class, but as a rule, the
results have proved far more detrimental than
beneficial.
For the guidance of superintendents desir-
ous of establishing^ a kindergarten class in
connection with their Sunday School, the fol-
lowing points are suggested:
I02 SUNDAY SCHOOL TREATISE.
1. Every kindergarten instructor to engage
in this work in a Sunday School should not
only be a Latter-day Saint in good standing, as
ail other Sunday School workers are required
to be, but should also be sufficiently qualified in
kindergarten work to insure success.
2. The kindergarten class should, as a rule,
consist of children of not over six years of age.
3. This class may meet with the Primary
Department at devotional exercises and during
the sacramental service, but should then be
taken to a separate room suitably prepared for
the purpose.
4. This separate room should be spacious
enough to permit the low kindergarten stools
to be placed occasionally in a circle for appro-
priate exercises.
5. There should always be an organ provided
for the kindergarten class, to accompany the
songs and other exercises.
6. The room should be clean and comfort-
able, and as pleasantly and suitably decorated
as circumstances will permit.
7. Kindergarten exercises can never be con-
ducted properly in the same room without in-
terfering with the other classes, even if sep-
arated by curtains or other contrivances. If no
separate room can be had, kindergarten work,
SUNDAY SCHOOL TREATISE. I03
as such, should not be attempted. But if it be
desirable, on account of its numbers, to divide
the Primary Department into two sections, the
section where the younger children are taught
may be known as the Infant Class.
8. It is not the kind nor the amount of the
kindergarten material which determines the
success of the work, but the efficiency of the
instructors.
9. Every kindergarten instructor should fur-
nish the superintendent with an outline of her
work, and make her report at the teachers'
meeting like the rest of her fellow-laborers.
10. The kindergarten class is a part of the
regular Sunday School work and as such is
subject to the regulations ot the school.
11. The exercises in the kindergarten class
should be considered a preparatory course for
admission into the Primary Department.
12. Great care should be taken that the
kindergarten class does not become a shadow
or copy of the same classes in the day schools.
All teachings, exercises and songs should be
impregnated with the spirit of the Gospel and
be made a means of religious instruction.
Without this the kindergarten class will de-
generate into a Sunday morning hour of play,
and have a tendency to weaken, rather than
I04 SUNDAY SCHOOL TREATISE.
Strengthen, the reverence of the children for
the Lord's day.
QUESTIONS FOR SUNDAY SCHOOL SUPERINTENDENTS.
Superintendents will please report on the fol-
lowing questions at the Annual Sunday School
Conference of their Stake and also when re-
quested to do so by the Members of the Gen-
eral Board or by the Stake Superintendency.
1. At what time does your school begin?
2. What proportion of officers, teachers and
pupils use the Children's Sunday School Hymn
Books in your School ?
3. How often does the school rise and sing
in concert?
4. Under whose direction is the Sacra-
ment administered ?
5. How many children in your school over
eight years of age are not yet baptized ?
6. How is your school graded?
7. To what extent is the Treatise followed
in your school?
8. How often do you hold your teachers'
meeting?
9. How thoroughly is the Word of Wisdom
observed by the officers, teachers and pupils in
your school ?
SUNDAY SCHOOL TREATISE. IO5
10. What proportion of your officers and
teachers pay their Tithing, and to what extent
is it taught in your school?
11. By what methods do you cultivate the
children's acquaintance with, and inculcate
obedience to, the general and local church
authorities?
12. How largely is the Juve^iile Instructor
used in your school?
13. What percentage of your proportion of
the Nickel Fund is paid by your school?
14. In what departments are testimony-bear-
ing and fasting taught and observed in your
school ?
15. Where and how do you use the Leaflets?
16. What steps have you taken to secure the
attendance of all the children in your ward?
17. How extensively do you practice concert
recitation in your school?
18. For how long a period in your school is
your plan of study laid out?
19. What text-books do you use in the
various departments?
20. How many names have you enrolled on
your record?
21. What is your average attendance of
teachers and pupils ?
SUGGESTIVE METHODS
FOR
Teaching in the Sunday School
f Defini-
tion.
Neces-
sity.
Systematic way of teaching the Gospel.
Methodical procedure facilitates the work.
Methodical procedure renders mutiial assist-
ance to all grades.
Methodical procedure affords a better control
and comprehension of the work.
Adaptability \
of methods, j
Thorough-
ness of -j
Methods,
QuALi- -{ Progressive-
TiES. ness
of Methods.
System.
In regard to the subjects.
" " " " pupils.
" " " circumstances.
Obtained by illustrations.
" " drill in applica-
tion.
Obtained b y clear explana-
tions and good definitions.
In ideas.
In modes of expression.
In facts and illustrations.
Each lesson must Vje complete
within itself.
Each lesson must grow out of
the preceding one.
Each lesson must prepare for
the succeeding one.
SUNDAY SCHOOL TREATISE.
107
Kinds.
SpeciaIv
Method.
In
Regard
TO THE
Pupils.
General.
Catecheti-
cal.
Exposi-
tional.
Concert.
1. Procedure in which the
learner is led b}" illustrations
and questions to discover the
truth for himself.
2. Procedure in which the sub-
ject or principle is told and then
illustrated.
3. Procedure in which obe-
dience to proper teaching is in-
culcated.
4. Direct information or coun-
sel to any one to come to Sun-
day School.
5. The subject or principle
not tobe reached at once, but in
[^an indirect way.
Consisting of
answers.
questions and
Individual. -
Consisting of lectures, stories,
exhortations.
Simultaneous or where they
all recite at once.
By interrogations.
By readings.
By bearing testimonies.
By praying and singing.
Review Questions.
1. Give a definition of method.
2. Illustrate the necessity for method.
3. Name the qualities of a good method?
4. What is thoroughness of method?
5. What are the elements of progressiveness
in teaching?
6. Which
methods?
the five different kinds of
io8
SUNDAY SCHOOL TREATISE.
RECITATION.
Defini- i ^^ exercise in the Sunday School in which one
, ' \ person teaches others to know and to do the
'^^^^^- / will o"f God
Aims.
{ a. Increase of faith in God and respect for the
Priesthood.
I b The development of the power to know, feel,
I and to will the right.
c. The ability to express thought and feelings.
d. The cultivation of the desire for more truth.
e. The formation of habits in mind and body,
speech and action that will constitute a true
Latter day Saint.
Adaptability
Quali-
ties. Progressive- J
ness
Thorough-
ness.
a. Of subject matter.
b. Of means to be employed.
c. Of methods to follow.
d. To the capacity of the child,
a. In regard to the subject matter.
b. In regard to the mode of ex-
pression.
c. In regard to the capacity of the
pupil.
Prepare yourself carefully in order
to avoid treating the subject su-
perficially.
SUNDAY SCHOOL TREATISE.
09
Parts.
Past
Lesson.
Present
Lesson.
Future
Lesson.
I
A review should form a part of
every recitation.
Not what we get but what we keep
and use is the more profitable.
Review makes a ready memory.
a. Test the pupils' preparation by
questions or by having them talk.
d. Explanation of difficult pass-
ages or words.
c. The giving or leading to the dis-
covery of points overlooked.
d The cultivation of a desire for
more information on the subject.
e. Summarizing of the lesson.
a The assignment must be defi-
nite, i. e.,the pupils must know
just what is expected of them.
b. The assignment must be ac-
cepted by the pupils.
c The assignment must be witnm
' the range of what the pupil can
Not the ability of the teacher, but
the capacity of the pupil must
be the criterion of assignment.
Kinds of^
Some recitations are mere makeshifts.
Some are amusing and entertaining.
Some are full of thought but .verjjiry.
They should, however, contain the elements ot
true recitation.
They all should have mutual interest clearness,
(^ animation, appropriateness and taitn.
I Should be new ideas, more power, good resolu-
RKSUivTS. -j ^iojis, and an increase of faith in God.
Review Questions on the Recitation.
What is a Recitation?
What are the aims of a Recitation?
I lO
SUNDAY SCHOOL TREATISE.
3. Name the qualities of a good Recitation.
4. Name the parts of a perfect Recitation in a
course of study.
5. What should be the characteristic steps
taken with the present lesson?
6. Illustrate what is meant by summarizing a
lesson.
7. What are the elements of a true Recitation.
Defini-
tion.
Princi-
ples.
Aims.
TIES,
CATECHIZATJON.
The art ot asking questions in accordance with
the laws of the most rapid proportionate de-
velopment and culture of the pupil.
Questions should be adapted to the capacity of
the pupil.
Questions should lead the pupil from the known
to the unknown.
From the concrete to the abstract.
From the simple to the complex.
The correcting of errors.
The drawing out of new ideas.
The inculcation of the principles
of the Gospel.
The training in obedience to the
will of God.
Informa-
tion.
QUAIvI- j
Adaptability
Mutuality.
The methods of questions.
Teacher's language and general
manner should all be adapted to
the pupil's capacity.
Pupils should feel as anxious to
answer as the teacher to ask,
and they should feel as free in
asking questions.
Questions should be definite or pointed.
\ See that every pupil gets his
Impartiality.
share of the questions.
SUNDAY SCHOOL TREATISE. Ill
Rules of Catechization.
1. See that every question and every answer
is a complete sentence. \j
2. Aim to have every question bear directly on
the subject in hand.
3. Be clear, concise and logical.
4. Aim to never use more than three questions
explanatory of the same point.
5. Repeat no pupil's answer habitually.
6. Have no habitual expletives, as, for in-
stance, "Just so," "Right," etc.
7. Avoid direct questions, that is, such as can
be answered by "Yes" or "No."
8. Ask more reflective than mere memorative
questions.
9. Be natural, avoiding all affectation.
10. Avoid peculiarities in speech, gestures or
voice.
11. Do not place yourself at the mercy of your
class by non-preparation or by unguarded questions.
12. Prefer pupil's o>vn language to mere quota-
tions, but encourage exact quotations of scriptur-
al passages.
13. Put the same question in several forms oc-
casionally.
14. Be pointed in your questions, so that they
will admit of but one perfect answer.
112 SUNDAY SCHOOL TREATISE.
Review Questions of Catechization.
1. What is meant by the art of questioning?
2. What are the qualities of a good question?
3. What do you understand by an explanatory
question?
4. Why is it best to have every answer form a
complete sentence?
5. Why are questions logical?
6. Why are direct questions not commendable?
STORY TELLING.
{ To illustrate a principle.
I To cultivate the formation of good resolutions.
Aims. \ To produce interest and attention.
I To encourage mutual confidence between teachers
[ and pupils.
f a. From the teacher's own experience.
b. From his own recollections.
c. Of his own invention.
( The Bible, Book of Mormon, His-
Books. \ tory of Joseph Smith.
( Faith Promoting Series, &c.
I Juvenile Instructor, Contributor,
Means. \ Magazines. - Improvement Era, Young Wo-
/ man's Journal.
P sons ' Missionaries, self experiences, im-
"j migrants, pupils' experiences.
p. , 3 Illustrations from the Bible, Book
ricmres. ^^ Mormon and Church History.
SUNDAY SCHOOL TREATISE.
13
Methods.
1. Tell no stories without an educative point.
2. Have one chief point in view and make things
converge to it.
3. Keep the chief point hidden or reserve it to
the last.
4. Ask questions whenever interest flags.
5. Encourage pupils to tell stories and have them
repeat your stories.
6. Arrange carefully your climaxes.
7. Try to be as illustrative as possible.
8. Encourage the pupils to ask questions for ex-
planation.
FAUI.TS.
1. Momentary, poor or no preparation.
2. Failing to get the pupils' attention.
3. Failing to instruct the pupils.
4. Failing to have a summary.
5. Telling stories simply to amuse for the time
being without any point.
Review Questions on Story Telling.
1. What is meant by the expression "Have
some special point in view?"
2. What are the chief aims in story telling?
3. How would you awaken inattentive pupils
while a story is being told?
4. Give chief sources of good stories.
5. Explain the expression, "Provide for cli-
maxes in your stories."
6. When would you object to stories of crime
for children?
7. Why should the pupils be encouraged to
tell stories?
8. What are the most prevalent mistakes in
story telling?
114 SUNDAY SCHOOL TREATISE.
Review Questions. (Set No. 2.)
1. What is meant by an educational aim?
2. What is meant by being illustrative in story
telling?
3. Explain: Without the Spirit and without
attention we cannot teach successfully. "
4. Give directions for making a summary.
5. Mention several ways to manage inatten-
tive pupils,
6. In what does the planning of a story con-
sist?
7. What does arranging climaxes mean to
you?
HOW TO USE THE CHART.
What \ We do not teach the chart, but teach some sub-
IT IS. / ject by the use of the chart as a means.
f To hold the attention.
1 To aid the memory.
Aims. { To help the imagination.
To present illustrations
principles.
of men, places and
Methods. -
Lead pupils to see the chart as a part.
Lead pupils to see the chart as a whole.
Have pupils build up pictures from its parts.
Occasionally give the word-picture of the event
illustrated by the chart, then tell the pupils to
look on the mind picture.
Show chart and have the pupils compare it with
the mind picture.
Use the chart as an object lesson.
SUNDAY SCHOOL TREATISE.
I 1
Mis-
takes TO ■{
AVOID.
Tests of
ITS
Value.
In selecting charts that are not true representa-
tions of the subject.
Permitting the mind to stick to the chart .
In the teacher not being thoroughly conversant
with the subject and picture he expects to use.
Monotony in voice, tone and manner.
Neglect to have the children tell the story with
the picture and without it.
I It must lead the mind, not chain it.
2. It must supplement the real thing, but not
supplant it.
Review Questions on the Chart.
1. Under what circumstances does the chart
become an end in teaching?
2. What do you understand by this: "Not the
chart, but what is behind it should be taught?"
3. What are the benefits of a chart in teach-
ing?
4. When is the mind stuck on the chart?
5' How would you proceed to get the mind
beyond the picture?
6 Mention three methods of using the chart.
7. Draw up a plan for the chart lesson of the
vision of Nephi:
I Subject:- -Vision of Nephi.
II.' Main point is:— God's knowledge of all
things from the beginning unto the end.
III. Other points are:-That God reveals
His secrets to His servants, the prophets;
Plan of salvation instituted before the world was.
ii6
SUNDAY SCHOOL TREATISE.
IV. I will have the climax at the following
points: The Spirit crying in a loud voice, Ho-
sanna to the Lord: The angel showing Nephi the
infant Jesus in the Virgin Mary's arms.
V. From among these points I shall choose
one as the object of the lesson.
VI. At the close of the exercise I will make
a summary.
VII. Means:— Chart and 11th Chapter of I.
Nephi.
VIII. Use the descriptive method.
THE LEAFLETS.
Definition, or
What They Are.
They are well prepared lessons for aid-
ing the Sunday School teacher in teaching
the Gospel.
Parts.
1. Title, supplemented with time and place of
incident.
2. The text.
3. Notes.
4. Questions.
5. The lesson statement.
6. The summary, or what we may learn.
7. Special references.
SUNDAY SCHOOL TREATISE.
117
Methods.
1. Introduce subject by a review
of last Sunday's lesson.
2. Read the title, time, place, and
question on it until thoroughly un-
derstood.
3. One verse to be read at a time,
and at least one question to be asked
from every sentence.
4. Encourage pupils to ask ques-
tions from every sentence read.
5. Bring in "all the notes when
they are wanted in the text.
6. Introduce additional notes
In the whenever appropriate.
1 hands of the ^ 7. Dispose of all the questions on
Teacher. the Leaflet as the reading of the
text proceeds.
8. Pursue the same course with
references. Make a judicious selec-
tion from among them.
9. It is not necessary nor even ex-
pedient to go through the whole
Leaflet at one lesson.
10. Letthe class find the references
in the Scriptures.
11. Encourage pupils to bear testi-
monies to the points named, or give
I additional references.
TEXT BOOKS.
What
They
Are.
Aims to
BE
KEPT IN
View.
i They are helps in obtaining a knowledge of the
- principles of the Gospel and admonishers to live in
( accordance with them.
f I. Show how to study a book profitably.
I 2. Get the leading points contained in the book.
\ 3. Cultivate a habit of reading them.
4. Cultivate a power of discriminating between
(^ truth and error.
ii8
SUNDAY SCHOOL TREATISE.
' What the book is.
Its authenticity.
How TO
Study -
Who is its author.
Adaptability.
Books.
Arrangement.
( Essential
Contents -
( Supplemental.
f I. Make the pupils acquainted with the leading
features of the book.
Methods I 2. Thoroughly teach the names and arrangement
IN THEIR ^ of the books of the Bible and Book of Mormon.
Use. 3. Give frequent practice in finding chapter and
verse.
I 4. Bncourage careful questions.
Review Questions on Text Books.
1. What is a text book?
2. What are the four chief aims to be kept in
view?
3. How can a text book be so used as to cul-
tivate the power to detect error and recognize truth?
4 What are the methods by which text books
are to be studied?
5. What is meant by the essential contents of
a book?
6. In what does the supplemental contents of
a book consist?
7. Name, in their order, the books of the Old
and New Testaments.
8. How would you make the pupils skillful in
finding the chapter and verse?
SUNDAY SCHOOL TREATISE,
119
9. What are the four general methods in using
a text book?
10. When is the "Preceptor" method only ad-
apted for the Theological department?
AUTHENTICITY OF THE BIBLE.
Defini- )
TION. f
r
EXTER-
NAI, EVI- {
DENCES.
Inter-
nal Evi
DENCES.
The Book of Books.
Tradition,
Declaration of the Prophet Joseph Smith.
The Book of Mormon.
Josephus.
Doctrine and Covenants.
Ancient land marks.
Xo one has been able to prove it not true.
Spirit of Testimony.
Prophecies that have been fulfilled.
Doctrines that when obeyed have certain results.
Consistency.
Historical correctness.
Spirit of truth that it contains.
HIGHER GRADE WORK.
What f
AND How !
TO I
Teach. L
Aims to
Keep in
View.
See Sunday School Treatise.
" Lectures of Dr. Karl G. Maeser.
1. Development of the power of investigation.
2. Development of spirituality.
3. Cultivation of the gift of discernment.
4. Cultivation of a living testimony of the
divinity of the Latter-day Work.
I20
SUNDAY SCHOOL TREATISE.
MEANS { Church Works.
j Ecclesiastical Histories.
Employ.
Note Books.
(^ Quer}' Box.
Methods
TO
F01.1.0W.
Errors
TO
Avoid.
Punctual and regular attendance at Sunday School .
Have a special well defined subject for each lesson.
Assign reading and distribute questions.
Appoint student-speakers to employ a portion of
the time.
Solicit written questions from the students, all of
w^hich ought to be examined by the teacher
before being distributed.
Distribute written questions on slips to class.
1. Teaching without a definite aim.
2. Failing to distribute the work.
3. Teachers doing all the talking and asking all
the questions.
4. Failing to have a variety of methods and text
books.
5. Permitting the promulgation of private opin-
ions without proof.
6. Taking up time quibbling on unsettled points.
7. Permitting debating.
How to Prepare a Sunday School
Lesson.
In this very essential part of Sunday School
work there are at least three problems that
confront the teacher. First: The aims or ends
desired to be reached in the preparation of
every lesson in the course of instruction. The
teacher should first ask: "What do I expect
to do or accomplish by this lesson?" This
question is problem number one, and its an-
swer, when decided upon, will be immediately
followed by problem number two, which is:
"What means have I at hand, or within reason-
able reach, to accomplish what I wish to estab-
lish with this lesson?" More explicitly: "What
persons, books, stories, charts, objects or
other helps c^n I, with the spirit of my calling,
employ to aid me to make the most of this
recitation?"
Having worked out the answer to this
second problem the teacher is at once con-
fronted by the third: "What method will be
best suited to my aims and means?" It will be
12 2 SUNDAY SCHOOL TREATISE.
remembered that variety in methods is the
great promoter of interest as well as a guard
against pedantic routine. If the preceding
lesson was almost entirely catechetic in the
method, then propriety would suggest that the
coming one be more narrative in its presenta-
tion. A careful consideration of the results of
the last lesson is one good guide in deciding
upon the methods to be followed in the next
lesson. Any circumstances under which a
lesson has been a failure should be carefully
noted by the, teacher, and in preparing a reci-
tation with pupils special pains should be taken
to avoid a repetition of a similar failure.
While it is of vital importance to have in
mind some decided line of procedure it is fatal
to success to slavishly follow any deliberately
planned method regardless of unexpected con-
ditions and circumstances. A man may decide
to plant his oats on the 15th of March, but
should the ground be frozen or the rain be
falling on that day, consistency would suggest
that he change his program somewhat, and
instead of sowing grain, perhaps shell corn.
Allowance must therefore always be made
for the class, and teachers will do well to bear
in mind that methods are made for pupils, not
pupils for methods.
SUNDAY SCHOOL TREATISE. 1 23
No lesson can be said to be prepared until
the aims and methods are clear in the mind
of the teacher, and when the time of recitation
arrives he can modify any or all of the prepara-
tion to suit the occasion, but if he has no plan
or aims, means and methods, he is certainly at
the mercy of the environment, having nothing
from which to choose except what the circum-
stances furnish. The true teacher measurably
controls circumstances, and has planned far in-
to the future. Who is most like him? The
planner or the haphazard worker?
There are two kinds oi preparation, the indi-
vidual and the co-operative. The first, a pre
paration worked out alone by a class teacher;
the second is one worked out by a number of
teachers of the same grade. The head or de-
partment teacher; or superintendent meets
weekly or semi-monthly with his co-workers;
one or more lessons are selected from the
course, and considered under the three head-
ings of aim, means and methods, and then
assigned to respective teachers for presenta-
tion before their fellow-teachers, who will kindly
comment on the work, and the head teacher
may suggest changes. It is well to give a
teacher at least one week in which to prepare
a lesson for presentation before the grade
124 SUNDAY SCHOOL TREATISE.
teachers' meeting, and, as a rule, weekly grade
teachers' meetings furnish better results than
semi-monthly meetings. Incalculable benefit is
derived by the teachers themselves from these
normal meetings, and the success attending
the Sunday School work with lessons so pre-
pared is of a most satisfactory nature. These
grade teachers' meetings should not only be
thoughtful but powerful also.
Is there in all the world a missionary field
superior to that of the Sunday School? All
successful missionaries are students, and the
Spirit of God that leads to all truth is given to
them that seek it. Oliver Cowdery lost the
gift of translating because he would not exer-
cise it properly. One evening, then, a week
can well be devoted to preparing Sunday
School lessons. The youth of Israel are de-
serving of truth in its best forms.
Foreign, or Mission Sunday
Schools.
The increased and more extended labors of
the missionary Elders of the Church, their
familiarity with Sunday School work, the
greater permanency of many of the branches,
conferences and missions now than formerly,
are all favorable to the establishment of our
Sunday School organization in places outside
of the Stakes of Zion. So much is this the
case that for some time, active and successful
Sunday Schools have been in operation in
various States of the Union, the European,
New Zealand, Samoan, Hawaiian and other mis-
sions, and attended with such happy results
that we feel the importance and necessity of
fostering and extending abroad our special
work.
General Superintendent George Q, Cannon,
speaking in a recent Sunday School confer-
ence, said that from reports given from re
turned missionaries he had learned with much
126 SUNDAY SCHOOL TREATISE.
pleasure of the establishment of Sunday Schools
in various missions of the Church. He felt
that this was an excellent way of preaching the
gospel, of sowing the seeds of truth. In this
connection he felt it would be wise to have the
president of such foreign missions appoint a
mission superintendent, whose duty it would
be to look after the Sunday School interests
of the mission and report to the Union Board,
and if found necessary, it might be well for
them to appoint superintendents in the various
conferences.
Where, in accordance with President Can-
non's request, Sunday Schools have been or-
ganized we desire them placed in as close com-
munication as circumstances will admit and
thus better recognize their important work,
and aid them, with their 10,000 pupils, in the
same. Mutual benefit will result if statistical
and other reports are prompdy forwarded to
our office, Salt Lake City, Utah, U. S. A., to
which place also we request copies to be sent
of all translations which are or may be made of
our Sunday School literature. A compliance
with these suggestions will also enable us to
more fully learn the needs of the Sunday
Schools in foreign missions and to extend such
aid as may be proportionate to that extended
SUNDAY SCHOOL TREATISE. I 27
by us to the great body of their fellow-laborers
in the forty stakes of Zion.
So far as conditions will admit, we advise
that the organization, conduct and exercises of
these schools be as indicated in this Treatise.
»ft^ *^ DATE DUE
OEMCO, INC. 3«-J"l
3 "97 ooJgfSS'
■I